Do Pre-Service Science Teachers Have Understanding of the Nature of Science?: Explicit-Reflective Approach

Autor/inn/en	Örnek, Funda; Turkey, Kocaeli
Titel	Do Pre-Service Science Teachers Have Understanding of the Nature of Science?: Explicit-Reflective Approach
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 15 (2014) 2, Artikel 6 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Preservice Teachers; Scientific Principles; Science Teachers; Science Instruction; Teaching Methods; Student Attitudes; Student Surveys; Preservice Teacher Education; Direct Instruction; Constructivism (Learning); Inquiry; Active Learning; Instructional Effectiveness; Pretests Posttests; Workshops; Qualitative Research; Semi Structured Interviews; Foreign Countries; Bahrain + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schülerbefragung; Lehramtsstudiengang; Lehrerausbildung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Aktives Lernen; Unterrichtserfolg; Lernwerkstatt; Schulung; Qualitative Forschung; Ausland
Abstract	Current approaches in Science Education attempt to enable students to develop an understanding of the nature of science, develop fundamental scientific concepts, and develop the ability to structure, analyze, reason, and communicate effectively. Students pose, solve, and interpret scientific problems, and eventually set goals and regulate their own learning by doing science and reasoning scientifically (NRC, 2000; Rutherford & Ahlgren, 1991). This study investigated pre-service science teachers' views about the nature of science (NOS) and considered an explicit-reflective instructional practice to promote pre-service science teachers' appropriate NOS views. Methodology for this study included: VNOS-C (Abd-El-Khalick, Bell, & Lederman, 1998; Lederman, Schwartz, Abd-El-Khalick, & Bell, 2001), Myths of Science survey (McComas, 1998), associated interviews that tracked the changes in the NOS views of pre-service science teachers at the end of the course, and video-records of the NOS workshop in the second semester. Pre-service science teachers were interviewed by using the VNOS-D (Lederman & Khisfe, 2002) to track changes in their NOS views at the end of the course. Based on the results from the analysis of the surveys, interviews, and video-recordings, pre-service science teachers made substantial increases in their views of the NOS aspects. Less considerable gains were evident in the case of the subjective, social and cultural aspects of the NOS. The results of this study support the impact of an explicit-reflective NOS instruction. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01