The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge

Autor/in	Çibik, Ayse Sert
Titel	The Effect of Project-Based History and Nature of Science Practices on the Change of Nature of Scientific Knowledge
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 4, S. 453-472 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Forschungsbericht; Scientific Principles; Scientific Literacy; Scientific Concepts; Quasiexperimental Design; Control Groups; Foreign Countries; Comparative Analysis; Preservice Teachers; Questionnaires; Teaching Methods; Science Education; Teacher Education; Teacher Education Programs; Undergraduate Students; Pretests Posttests; Active Learning; Student Projects; Science Process Skills; Scientific Methodology; Science Teachers; Likert Scales; Test Items; Questioning Techniques; Experimental Groups; Qualitative Research; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Lehrerausbildung; Lehrerbildung; Aktives Lernen; Schulprojekt; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Likert-Skala; Test content; Testaufgabe; Befragungstechnik; Fragetechnik; Qualitative Forschung; Statistische Analyse; Türkei
Abstract	The aim of this study is to compare the change of pre-service science teachers' views about the nature of scientific knowledge through Project-Based History and Nature of Science training and Conventional Method. The sample of the study consists of two groups of 3rd grade undergraduate students attending teacher preparation program of science education at an education faculty in Turkey. In this study, in which quantitative and qualitative research methods are used, non-equivalent control group design out of quasi-experimental designs is employed. Student Understanding of Science and Scientific Inquiry questionnaire is applied to both groups as pre-test and post-test. After the applications, a significant difference is observed to be in favor of the experimental group and they mostly described their views as Transitional Views and Informed Views whereas the control group defined their views as Transitional Views and Naïve Views. Carrying out the History and Nature of Science course through project activities is found to be useful, and performing the course with activities oriented towards the projects is recommended by pre-service teachers. (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01