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dc.contributor.authorYalçınoğlu, Pelin
dc.contributor.authorAnagun, Şengül S.
dc.date.accessioned2019-10-18T19:25:48Z
dc.date.available2019-10-18T19:25:48Z
dc.date.issued2012
dc.identifier.issn1305-3515
dc.identifier.urihttp://www.trdizin.gov.tr/publication/paper/detail/TVRJNU56VXdNQT09
dc.identifier.urihttps://hdl.handle.net/11421/11166
dc.description.abstractThe 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.en_US
dc.description.abstractThe 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.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEğitimen_US
dc.subjectEğitim Araştırmalarıen_US
dc.titleTeaching nature of science by explicit approach to the preservice elementary science teachersen_US
dc.typearticleen_US
dc.relation.journalİlköğretim Online (elektronik)en_US
dc.contributor.departmentAnadolu Üniversitesien_US
dc.identifier.volume11en_US
dc.identifier.issue1en_US
dc.identifier.startpage118en_US
dc.identifier.endpage136en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US


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