PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS

Science and scientific knowledge has gained big momentum for the last decades. This enables many countries to focus on scientific knowledge, moving away from outmoded educational approaches in primary educational curricula. In the contemporary world, in which scientific literacy really matters, scie...

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Autor principal:	Fatma ÖNEN ÖZTÜRK
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2021
Materias:	nature of science science process skills scientific attitude science teacher cand Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/bc5c81023ae445f69e2058cb6701e4da
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spelling	oai:doaj.org-article:bc5c81023ae445f69e2058cb6701e4da2021-11-24T09:21:01ZPRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS2148-416310.9761/JASSS1671https://doaj.org/article/bc5c81023ae445f69e2058cb6701e4da2021-01-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=202254395_46%C3%96nenFatma-843-868.pdf&key=26883https://doaj.org/toc/2148-4163Science and scientific knowledge has gained big momentum for the last decades. This enables many countries to focus on scientific knowledge, moving away from outmoded educational approaches in primary educational curricula. In the contemporary world, in which scientific literacy really matters, science classes have finally started to attract the attention it deserves. The study aims at detecting the beliefs of science teacher candidates on teaching of the nature of activity-based science and the effects of such teaching on their scientific attitudes and process skills. The study was held on 22 teacher candidates who were taught in the science teaching department for primary schools of a big-scaled university in the Turkish city of Istanbul during the first semester of 2008-2009 schooling year. In the study, pre-test and post-test assessment model with single group was used (Büyüköztürk et al, 2009). The study had directly been made by the researchers for eight weeks in total. The classes in the scope of the study were constructed on the basis of direct teaching activities. Data of the study were collected by means of a ‘scientific process skills’ scale with 36 questions, a ‘scientific attitude scale’ with 40 questions, and a series of interviews with the teacher candidates. Findings of the study were assessed by using a paired sample t-test on SPSS program, qualitative statistical techniques and content analyses. Results of the study showed that teaching of the nature of activity-based science affected on scientific process skills in a positive manner. It was also found that there was no significant difference between the scientific attitudes of the teacher candidates from each group upon their pre-tests and post-tests although all of the teacher candidates’ scientific attitudes were ‘good.’ When the views of the candidates were analyzed on nature of science, it was seen that their explanations on teaching nature of science were positive in general.Fatma ÖNEN ÖZTÜRKFırat Universityarticlenature of sciencescience process skillsscientific attitudescience teacher candSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 6, Iss 22, Pp 843-868 (2021)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	nature of science science process skills scientific attitude science teacher cand Social Sciences H Social sciences (General) H1-99
spellingShingle	nature of science science process skills scientific attitude science teacher cand Social Sciences H Social sciences (General) H1-99 Fatma ÖNEN ÖZTÜRK PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
description	Science and scientific knowledge has gained big momentum for the last decades. This enables many countries to focus on scientific knowledge, moving away from outmoded educational approaches in primary educational curricula. In the contemporary world, in which scientific literacy really matters, science classes have finally started to attract the attention it deserves. The study aims at detecting the beliefs of science teacher candidates on teaching of the nature of activity-based science and the effects of such teaching on their scientific attitudes and process skills. The study was held on 22 teacher candidates who were taught in the science teaching department for primary schools of a big-scaled university in the Turkish city of Istanbul during the first semester of 2008-2009 schooling year. In the study, pre-test and post-test assessment model with single group was used (Büyüköztürk et al, 2009). The study had directly been made by the researchers for eight weeks in total. The classes in the scope of the study were constructed on the basis of direct teaching activities. Data of the study were collected by means of a ‘scientific process skills’ scale with 36 questions, a ‘scientific attitude scale’ with 40 questions, and a series of interviews with the teacher candidates. Findings of the study were assessed by using a paired sample t-test on SPSS program, qualitative statistical techniques and content analyses. Results of the study showed that teaching of the nature of activity-based science affected on scientific process skills in a positive manner. It was also found that there was no significant difference between the scientific attitudes of the teacher candidates from each group upon their pre-tests and post-tests although all of the teacher candidates’ scientific attitudes were ‘good.’ When the views of the candidates were analyzed on nature of science, it was seen that their explanations on teaching nature of science were positive in general.
format	article
author	Fatma ÖNEN ÖZTÜRK
author_facet	Fatma ÖNEN ÖZTÜRK
author_sort	Fatma ÖNEN ÖZTÜRK
title	PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
title_short	PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
title_full	PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
title_fullStr	PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
title_full_unstemmed	PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS
title_sort	preservice science teachers’ views towards the activity based nature of science teaching and the effect of this teaching on their science attitudes and process skills
publisher	Fırat University
publishDate	2021
url	https://doaj.org/article/bc5c81023ae445f69e2058cb6701e4da
work_keys_str_mv	AT fatmaonenozturk preservicescienceteachersviewstowardstheactivitybasednatureofscienceteachingandtheeffectofthisteachingontheirscienceattitudesandprocessskills
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PRESERVICE SCIENCE TEACHERS’ VIEWS TOWARDS THE ACTIVITY BASED NATURE OF SCIENCE TEACHING AND THE EFFECT OF THIS TEACHING ON THEIR SCIENCE ATTITUDES AND PROCESS SKILLS

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