THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS

One of the main goals of science education is teaching the nature of science. It is obvious that teachers’ understanding of science and nature of science will influence their students’ views of Nature of Science. The aim of this study was to determine the effectiveness of explicit nature of science...

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Autores principales:	Fatma ÖNEN, Hale BAYRAM
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	nature of science explicit approach science education prospective teacher integrated education Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/ae0743c48a5844c49b6d63a69dfd8a97
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spelling	oai:doaj.org-article:ae0743c48a5844c49b6d63a69dfd8a972021-11-24T09:20:57ZTHE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS2148-416310.9761/JASSS2526https://doaj.org/article/ae0743c48a5844c49b6d63a69dfd8a972019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=2045727587_25-Dr.%20Fatma%20%C3%96NEN%20%C3%96ZT%C3%9CRK.pdf&key=27216https://doaj.org/toc/2148-4163One of the main goals of science education is teaching the nature of science. It is obvious that teachers’ understanding of science and nature of science will influence their students’ views of Nature of Science. The aim of this study was to determine the effectiveness of explicit nature of science activities which was embedded into General Chemistry I cource content on prospective science teachers’ misconceptions on the views of nature of science. 21 prospective science teachers who took General Chemistry I cource during academic year of 2008-2009 in a state University participated in the study and it lasted in 8 weeks. The research was a pretest-posttest single-group experimental design. Data were collected via VNOS-C survey which includes 10 open-ended question, the views about the nature of science form (BDHGF), semi-structured interviews and video records. VNOS-C aimed to assess prospective science teachers’ views of the tentative, emprical, creative-imaginative, the role of social and cultural contexts in science, theory-laden nature of scientific knowledge, scientific theories and laws, relationship of observation-inference in science. Participants were administered the VNOS-C, BDHGF at the beginning and the end of cource. VNOS-C scale was evaluated according to “content analysis”, the results of BDHGF was evaluated with basic percentage calculation. The data from the BDHGF, video records and interviews were used to support the existing results. Conclusions of study showed that natüre of science teaching was effective in developing prospective teachers’ understandings of some of the nature of science aspects such as tentative and imaginative-creative and socio-cultural embededness.Fatma ÖNENHale BAYRAMFırat Universityarticlenature of scienceexplicit approachscience educationprospective teacherintegrated educationSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 7, Iss 30, Pp 429-452 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	nature of science explicit approach science education prospective teacher integrated education Social Sciences H Social sciences (General) H1-99
spellingShingle	nature of science explicit approach science education prospective teacher integrated education Social Sciences H Social sciences (General) H1-99 Fatma ÖNEN Hale BAYRAM THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
description	One of the main goals of science education is teaching the nature of science. It is obvious that teachers’ understanding of science and nature of science will influence their students’ views of Nature of Science. The aim of this study was to determine the effectiveness of explicit nature of science activities which was embedded into General Chemistry I cource content on prospective science teachers’ misconceptions on the views of nature of science. 21 prospective science teachers who took General Chemistry I cource during academic year of 2008-2009 in a state University participated in the study and it lasted in 8 weeks. The research was a pretest-posttest single-group experimental design. Data were collected via VNOS-C survey which includes 10 open-ended question, the views about the nature of science form (BDHGF), semi-structured interviews and video records. VNOS-C aimed to assess prospective science teachers’ views of the tentative, emprical, creative-imaginative, the role of social and cultural contexts in science, theory-laden nature of scientific knowledge, scientific theories and laws, relationship of observation-inference in science. Participants were administered the VNOS-C, BDHGF at the beginning and the end of cource. VNOS-C scale was evaluated according to “content analysis”, the results of BDHGF was evaluated with basic percentage calculation. The data from the BDHGF, video records and interviews were used to support the existing results. Conclusions of study showed that natüre of science teaching was effective in developing prospective teachers’ understandings of some of the nature of science aspects such as tentative and imaginative-creative and socio-cultural embededness.
format	article
author	Fatma ÖNEN Hale BAYRAM
author_facet	Fatma ÖNEN Hale BAYRAM
author_sort	Fatma ÖNEN
title	THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
title_short	THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
title_full	THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
title_fullStr	THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
title_full_unstemmed	THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS
title_sort	effect of nature of science teaching embedded into chemistry cource on prospective science teachers’ misconceptions
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/ae0743c48a5844c49b6d63a69dfd8a97
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THE EFFECT OF NATURE OF SCIENCE TEACHING EMBEDDED INTO CHEMISTRY COURCE ON PROSPECTIVE SCIENCE TEACHERS’ MISCONCEPTIONS

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