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Research Article

EEO. 2012; 11(1): 118-136


Teaching Nature of Science by Explicit Approach to the Preservice Elementary Science Teachers

Pelin YALÇINOĞLU,Şengül S. ANAGÜN.

Abstract
The purpose of this study was to investigate the development of elementary science teachers’ understandings of the nature of science as they were taught with an explicit approach. Qualitative research methodologies were used to design the study. Data collection took place during the “Science Teaching Methods” course. Twenty-nine preservice elementary science teachers participated in the study. During the first five weeks of the course Nature of Science (NOS) activities developed by Lederman and Abd-el-Khalick (1998) were administered by the first researcher. Classroom discussions were held after each activity to determine and develop preservice elementary science teachers’ perception of the nature of science. The participants’ perceptions of the NOS were evaluated with Views of Nature of Science Questionnaire form C (VNOS-C) before and after the intervention. Data was analyzed basing on the interpretivist approach. Results of the study indicated that the majority of the participants held naive views of the targeted NOS aspects at the beginning of the study. Postintervention assessments showed that the participants made substantial gains in their views of some of the targeted aspects of NOS. More substantial gains were evident in the aspects of the subjective, and social and cultural NOS. Less substantial gains were evident in the subject of the difference between the structure and function of scientific theories and laws.

Key words: nature of science, preservice science teacher, explicit approach






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The articles in Bibliomed are open access articles licensed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, provided the work is properly cited.