Science teachers' views about NOS and the place of NOS in science teaching

Mihladiz G., Dogan A.

5th World Conference on Educational Sciences (WCES), Rome, Italy, 5 - 08 February 2013, vol.116, pp.3476-3483 identifier

  • Publication Type: Conference Paper / Full Text
  • Volume: 116
  • Doi Number: 10.1016/j.sbspro.2014.01.787
  • City: Rome
  • Country: Italy
  • Page Numbers: pp.3476-3483
  • Gazi University Affiliated: Yes


This study is firstly aimed to determine the science teachers' views about "Nature of Science (NOS)". In addition to this, another purpose of this study is to investigate the science teachers' level of knowledge and views about the place of NOS in science teaching and also NOS teaching. The research was applied in 2010 academic year in the province of Burdur which is in the first numbers in the overall success of national examinations in Turkey. In this context, semi-structure questionnaire which consists of 3 parts was applied to 8 science teachers through individual interviews. The first part of questionnaire is about teachers' demographic characteristics. The second part is VNOS-C Questionnaire" which is created by Lederman, Abd-El-Khalick, Bell and Schwartz (2002) was used for assessing teachers' views about NOS. The last part is about the place of NOS in science curriculum, science teaching and teachers' self-assessments. According to results of research, it is found those science teachers' views about nature of classification schemes and scientific experiments are sufficient but the most of teachers have naive and insufficient level of views about the concept of science, scientific method, law and theory. Besides, it can be said that teachers' views about NOS models and observations are complex. The most of teachers have admitted that their NOS knowledge are insufficient but also stated that NOS is important in science teaching and themselves. However it was seen that teachers' NOS perceptions are consists of hypothesis, theories and laws and their improving processes. (C) 2013 The Authors. Published by Elsevier Ltd.