Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2015
Student: SEDA ÇAVUŞ GÜNGÖREN
Supervisor: ERGİN HAMZAOĞLU
Abstract:The aim of this study is to develop pre-service science teachers' knowledge about nature of science (NOS) and teaching NOS with 'Common Knowledge Construction Model (CKCM)' and 'Context-Based Teaching (CBT)' methods. The participants of the study were 41 pre-service teachers which were at their 3rd year of the university. These 41 participants were studied two different class and different teaching methods were applied to these classes. This study had proceeding through one academic-semester within the scope of 'The Nature of Science and History of Science' lesson. The lecturer of the lesson also participated in the study as an observer who was an expert on NOS. In this respect, the lecturer applied the activities based on explicit-reflective approach to both groups to enhance their views of NOS. Then, the researcher made instruction to the participants about the importance of NOS, the status in the teaching program, 'CKCM', 'CBT'. Beside this, with these two teaching methods, the researcher has done case studies on how to integrate NOS into the course content. In this educational process, it has been requested from pre-service teachers to write daily reflection papers and to prepare lesson plans as data sources. Then, these lesson plans were shared in the classroom by making micro-teachings and evaluated by both researcher and lecturer. In the process of preparing lesson plans, the researcher has helped participants as mentor and also has given feedback by controlling these plans. Apart from these daily reflection papers and daily lesson plans, the data was collected through Views of Nature of Science Form C (VNOS-C) (Lederman et al., 2002), open-ended questions about teaching NOS, semi-structured interviews and video-recording. The results of the research showed a positive development in pre-service teachers' views of NOS. In addition; it was determined that the knowledge about the teaching of NOS content, value of teaching NOS and the content of NOS teaching increased. It was also determined that the intervention had positive contributions to pre-service teachers' lesson planning skills related to NOS.