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The Factors that Mediate Preservice Science Teachers’ Understanding of Nature of Science

The Factors that Mediate Preservice Science Teachers’ Understanding of Nature of Science

Journal Name:

  • Mersin Üniversitesi Eğitim Fakültesi Dergisi

Publication Year:

  • 2010

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of the study is to explore the factors that mediate preservice science teachers’ (PSTs) understanding of nature of science (NOS). This study was conducted during the Laboratory Application in Science II course and totally 50 PSTs joined the study voluntarily. The laboratory course was designed under the inquiry-based instruction. The design of the study was qualitative and exploratory in nature. During the semester, reflection papers were collected to understand PSTs’ experiences with the intervention every week. At the end of the semester, semi-structured interviews were conducted to determine the impact of the inquiry-based laboratory instruction. All of the data were analyzed at the end of the semester and determined factors that mediate PSTs’ NOS understanding. Findings revealed that three main factors; discussions and presentations, using inquiry skills, and doing inquiry-based laboratory activities were determined as factors that lead to development of PSTs NOS understanding. Furthermore, intervention also developed PSTs perspectives about teaching NOS
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Abstract (Original Language): 
İlköğretim Fen Bilgisi Öğretmen Adaylarının Bilimin Doğasını Anlamalarına Etki Eden Faktörler. Bu çalışmanın amacı, ilköğretim fen bilgisi öğretmen adaylarının bilimin doğasını anlamalarında hangi faktörlerin etkili olduğunun ortaya çıkarılmasıdır. Bu çalışma Fen Bilgisinde Laboratuar Uygulamaları II dersinde uygulanmış ve toplam 50 fen bilgisi öğretmen adayı çalışmaya gönüllü olarak katılmıştır. Laboratuar dersi araştırmacı-sorgulayıcı yöntemle yürütülmüştür. Bu çalışmada nitel araştırma yöntemi kullanılmıştır. Dönem boyunca her hafta öğretmen adaylarının deneyimlerinin ve gelişimlerinin belirlenmesi için yazılı dokümanlar toplandı. Dönemin sonunda araştırmaya dayalı laboratuar öğretiminin etkisini belirlemek için öğretmen adaylarıyla mülakat yapıldı. Verilerin analizi sonucunda üç önemli faktör; laboratuar ortamındaki tartışmalar ve sunumlar, araştırma becerilerinin kullanılması ve araştırmaya dayalı laboratuar etkinliklerinin yapılması öğretmen adaylarının bilimin doğasına yönelik anlayışlarını geliştiren faktörler olarak belirlenmiştir. Son olarak uygulamalar sonrasında öğretmen adaylarının bilimin doğasının öğretimine yönelik algılarının pozitif yönde değiştiği tespit edilmiştir.
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  • 2
60-74
  • Turkish

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