Influence of Nature and History of Science Courses on Value Perceptions of Elementary Science Teacher Candidates in Conceptual Dimension in Turkey

Autor/inn/en	Aktamis, Hilal; Higde, Emrah
Titel	Influence of Nature and History of Science Courses on Value Perceptions of Elementary Science Teacher Candidates in Conceptual Dimension in Turkey
Quelle	In: Science Education International, 29 (2018) 1, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1450-104X
Schlagwörter	Science Instruction; Educational History; Semi Structured Interviews; Questionnaires; Science Teachers; Elementary School Teachers; Preservice Teachers; Scientific Principles; Student Attitudes; Social Values; Religious Factors; Scores; Educational Planning; Scientific Literacy; Measures (Individuals); Course Descriptions; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; Fragebogen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Schülerverhalten; Sozialer Wert; Bildungsplanung; Messdaten; Kursstrukturplan; Ausland; Türkei
Abstract	This study aimed to determine the changes in understanding about the nature of science (NOS) and conceptual values of 28 elementary science teacher candidates who engaged in the instruction of the nature and history of science (NHOS). A values scale was used to determine the values of science teacher candidates in six areas of the conceptual dimension: Theoretical, economic, esthetic, politic, social, and religious. An open-ended questionnaire in conjunction with individual interviews was used to assess participants' pre- and post-instruction NOS views. Semi-structured interviews were conducted with six science teacher candidates who were selected from the different value levels: Low, medium, and high according to the results of the value scale. In the light of results of this study, the science teacher candidates who were engaged in the NHOS instruction received the highest score from the theoretical value dimension and the lowest score from the religious value dimension. Therefore, it can be suggested that NHOS teaching influenced the value perceptions of elementary science teacher candidates. For this reason, science teacher candidates' value perception should be considered during the NHOS instruction planning and the teaching of science. Recommendations based on this study include explicitly addressing the NOS aspects in science education courses and history and NOS teaching courses to enhance science teacher candidates' views about specific NOS aspects. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01