Pre-Service Mathematics Teachers' Views of Nature of Science in the Context of COVID-19

Autor/in	Sengul, Ozden
Titel	Pre-Service Mathematics Teachers' Views of Nature of Science in the Context of COVID-19
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 3, S.499-514 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sengul, Ozden)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Preservice Teachers; Mathematics Teachers; Scientific Principles; COVID-19; Pandemics; Elementary Schools; Secondary Schools; Science Education; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Sekundarschule; Naturwissenschaftliche Bildung; Ausland; Türkei
Abstract	A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers' definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01