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The Factors that Mediate Preservice Science Teachers’ Understanding of Nature of Science

Published on Jan 1, 2010in Mersin Üniversitesi Eğitim Fakültesi Dergisi
· DOI :10.17860/efd.11576
Sinan Özgelen6
Estimated H-index: 6
,
Özgül Yılmaz Tüzün1
Estimated H-index: 1
Abstract
The purpose of the study is to explore the factors that mediate preservice science teachers’(PSTs) understanding of nature of science (NOS). This study was conducted during the LaboratoryApplication in Science II course and totally 50 PSTs joined the study voluntarily. The laboratory coursewas designed under the inquiry-based instruction. The design of the study was qualitative and exploratoryin nature. During the semester, reflection papers were collected to understand PSTs’ experiences with theintervention every week. At the end of the semester, semi-structured interviews were conducted todetermine the impact of the inquiry-based laboratory instruction. All of the data were analyzed at the endof the semester and determined factors that mediate PSTs’ NOS understanding. Findings revealed thatthree main factors; discussions and presentations, using inquiry skills, and doing inquiry-based laboratoryactivities were determined as factors that lead to development of PSTs NOS understanding. Furthermore,intervention also developed PSTs perspectives about teaching NOS
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Published on Jan 1, 2007in Chemistry Education Research and Practice 1.62
Daniel S. Domin3
Estimated H-index: 3
(Tennessee State University)
Seventeen first year students experienced the first semester of laboratory instruction of a year-long sequence of general chemistry in a problem-based format, followed by a semester in which the laboratory portion of the course was taught in a traditional manner. At the end of the second semester all the students were administered a questionnaire regarding their perceptions of the different laboratory instructional environments. Fifteen of the seventeen students participated in semi-structured i...
41 Citations Source Cite
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Susan RundellSinger18
Estimated H-index: 18
,
Margaret L. Hilton2
Estimated H-index: 2
,
Heidi A. Schweingruber12
Estimated H-index: 12
Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nationi'1/2s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: * What is effective laboratory teaching? *...
283 Citations
Published on Jan 1, 2005
Arthur Carin1
Estimated H-index: 1
,
Joel Bass1
Estimated H-index: 1
,
Terry L. Contant2
Estimated H-index: 2
Part One: Methods for Teaching Science as Inquiry. 1. Children, Science, and Inquiry. 2. Processes of Science and Scientific Inquiry. 3. Learning Science with Understanding. 4. Teaching Science Through Inquiry. 5. Questioning Strategies for Inquiry Teaching. 6. Assessing Science Learning. 7. Preparing for Inquiry Science. 8. Connecting Science with Other Subjects. 9. Science for All Learners. 10. Educational Technology and Science Teaching.
32 Citations
Published on Sep 1, 2004in Science Education 3.04
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign),
Valarie L. Akerson21
Estimated H-index: 21
(Indiana University Bloomington)
This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an elementary science methods course. A purposively selected focus group of six participants who showed differential growth in terms of their NOS views w...
215 Citations Source Cite
Published on Sep 1, 2004in Science Education 3.04
Hannah Bartholomew9
Estimated H-index: 9
(King's College London),
Jonathan Osborne48
Estimated H-index: 48
(King's College London),
Mary Ratcliffe14
Estimated H-index: 14
(University of Southampton)
In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its porcess and its practices. The teachers, who taught science in a mix of elementary, junior high and high schools, were asked to teach a set of 'ideas-about-science' for which consensual support had been established using a Delphi study in the first part of the project. Data were collected through field notes, videos of the teachers' lessons, teachers' ref...
164 Citations Source Cite
Published on Jul 1, 2004in Science Education 3.04
Reneé S. Schwartz14
Estimated H-index: 14
(Western Michigan University),
Norman G. Lederman46
Estimated H-index: 46
(Illinois Institute of Technology),
Barbara A. Crawford19
Estimated H-index: 19
(Cornell University)
Reform efforts emphasize teaching science to promote contemporary views of the nature of science (NOS) and scientific inquiry. Within the framework of situated cognition, the assertion is that engagement in inquiry activities similar to those of sci- entists provides a learning context conducive to developing knowledge about the meth- ods and activities through which science progresses, and, in turn, to developing desired views of NOS. The inclusion of a scientific inquiry context to teach about...
482 Citations Source Cite
Published on Mar 1, 2003in Science Education 3.04
Stephen P. Norris15
Estimated H-index: 15
(University of Alberta),
Linda M. Phillips19
Estimated H-index: 19
(University of Alberta)
This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed i...
726 Citations Source Cite
Published on Sep 1, 2002in Journal of Research in Science Teaching 3.21
Rola Khishfe10
Estimated H-index: 10
(American University of Beirut),
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign)
This study investigated the influence of an explicit and reflective inquiry-oriented compared with an implicit inquiry-oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth-grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by reflective discussions of the target NOS aspects....
500 Citations Source Cite
Published on Aug 1, 2000in Journal of Research in Science Teaching 3.21
Randy L. Bell27
Estimated H-index: 27
(Curry School of Education),
Norman G. Lederman46
Estimated H-index: 46
(Oregon State University),
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign)
This study aimed to delineate the factors mediating the translation of preservice teachers' conceptions of the nature of science into instructional planning and classroom practice. Additionally, the study assessed the influence of temporally separating teaching preservice teachers about the nature of science and teaching them how to address it instructionally. This latter intervention was based on the results of a previous investigation. Prior to student teaching, the 13 participants responded t...
235 Citations Source Cite
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