The Influence of an Activity-Based Explicit Approach on the Turkish Prospective Science Teachers' Conceptions of the Nature of Science

Autor/inn/en	Celik, Suat; Bayrakceken, Samih
Titel	The Influence of an Activity-Based Explicit Approach on the Turkish Prospective Science Teachers' Conceptions of the Nature of Science
Quelle	In: Australian Journal of Teacher Education, 37 (2012) 4, S.75-95 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Student Projects; Scientific Principles; Active Learning; Interviews; Science Teachers; Cultural Influences; Foreign Countries; Learning Activities; Science Activities; Science and Society; Inquiry; Discussion (Teaching Technique); Knowledge Level; Preservice Teachers; Questionnaires; Student Teacher Attitudes; Program Effectiveness; Concept Formation; Social Influences; Creativity; Elementary School Teachers; Inferences; Theories; Turkey + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Interviewing; Interviewtechnik; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Cultural influence; Kultureinfluss; Ausland; Lernaktivität; Wissensbasis; Fragebogen; Concept learning; Begriffsbildung; Sozialer Einfluss; Kreativität; Elementary school; Grundschule; Volksschule; Inference; Inferenz; Theory; Theorie; Türkei
Abstract	The aim of this study was to investigate the effect of an activity-based explicit nature of science (NOS) instruction undertaken in the context of a "Science, Technology and Society" course on the prospective science teachers' (PSTs') understandings of NOS. In this course, social science based inquiry activities were used to as a context to lead reflection and explicit discussions and project based learning approach (PBL) was used to model an active student centred NOS teaching and learning. Participants were 36 senior PSTs. An adopted form of VNOS questionnaire along with semi-structured interviews was used to assess participants' conceptions before and after the instruction. Data were analysed both qualitatively and quantitatively. It was found that the majority of PSTs hold naive or mixed views about most aspects of NOS at the beginning of the instruction. The post assessment indicated a substantial development in the participants' conceptions about many aspects of science; however, little change took place for either conceptions related to the social and cultural influences on science or creativity and imagination in science. (Contains 3 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10