Investigating the Development of Pre-Service Science Teachers' NOSI Views and Related Teaching Practices

Autor/inn/en	Mesci, Günkut; Çavus-Güngören, Seda; Yesildag-Hasancebi, Funda
Titel	Investigating the Development of Pre-Service Science Teachers' NOSI Views and Related Teaching Practices
Quelle	In: International Journal of Science Education, 42 (2020) 1, S.50-69 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mesci, Günkut) ORCID (Çavus-Güngören, Seda) ORCID (Yesildag-Hasancebi, Funda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1700316
Schlagwörter	Scientific Principles; Science Instruction; Video Technology; Lesson Plans; Teaching Methods; Preservice Teachers; Science Laboratories; Inquiry; Transfer of Training; Case Studies; Student Attitudes; Teacher Education Programs; Science Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Case study; Fallstudie; Case Study; Schülerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	The purpose of this study was to examine how pre-service science teachers develop their understandings of nature of scientific inquiry during the science laboratory course with preparing 5E based lesson plans, and how they transfer those understandings into their teaching practices. All data were collected and analysed qualitatively by using the case study approach. Thirty-four pre-service teachers (25 females, 9 males) participated in this study. Data were collected via the five sources: The Views About Scientific Inquiry questionnaire, inquiry-based 5E lesson plan, classroom observations, video recordings, and semi-structured interviews. The results showed that some aspects of nature of scientific inquiry were positively changed (e.g. 'multiple scientific methods') while some aspects were not altered significantly (e.g. 'same procedures may not get the same results'). This study, also, showed that pre-service science teachers could partly transfer their understanding of nature of scientific inquiry into their teaching practices for some reasons, including participants' subject matter knowledge, motivations, practicing skills, and personal characteristics. This study suggests that science teachers should be more aware of the importance of nature of scientific inquiry, and they should be given more opportunity to experience of preparation and teaching of scientific inquiry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01