The Evaluation of Preservice Teachers' Understanding of Teaching Nature of Science

ÇAVUŞ GÜNGÖREN S., HAMZAOĞLU E.

HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.36, sa.3, ss.654-675, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 3
  • Basım Tarihi: 2021
  • Doi Numarası: 10.16986/huje.2020058878
  • Dergi Adı: HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.654-675
  • Anahtar Kelimeler: Nature of science, teaching nature of science, pre-service science teacher, common knowledge construction model, context-based teaching approach, PEDAGOGICAL CONTENT KNOWLEDGE, STUDENTS VIEWS, CONTEXT, CONCEPTIONS, NOS, EDUCATION, INQUIRY, COURSES
  • Gazi Üniversitesi Adresli: Evet

Özet

The aim of this study was to evaluate the pre-service science teachers' (PST) understanding of teaching nature of science (NOS). In addition, the differences that can be created on this subject by focusing on different teaching methods are also examined. The research was carried out with the participation of 41 PSTs that are in the 3rd grade of a public university. The research designed as a multi-case study was conducted within the scope in the nature of science and history of science course. Within the scope of the course, the PSTs were trained on the NOS, the importance of teaching NOS, its place in the curriculum, the common knowledge structuring model and context-based teaching approach. Data resources included open-ended questions about teaching NOS, semi-structured interviews and participant journals. Descriptive analysis was used to analyze the data and it was solved in five dimensions. These dimensions were the teaching NOS content, the value of teaching NOS, the content of NOS teaching, teacher-student role and no comment. Research results showed that PSTs' understanding of teaching NOS is adequate. It has been determined that focusing on different teaching methods of PSTs does not cause a significant differentiation their understanding of teaching NOS in terms of related dimensions.