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Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

Year 2022, Volume: 9 Issue: Special Issue, 283 - 299, 29.11.2022

Eda Erdaş Kartal , Günkut Mesci

https://doi.org/10.21449/ijate.1121814
Cited By: 1

Abstract

This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

Keywords

Nature of scientific inquiry Outdoor learning Teacher training Learning through teaching

References

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  • Akgül, G.D. & Arabacı, S. (2020). Okul dışı öğrenme ortamlarına yönelik fen bilgisi öğretmenlerinin görüşleri [The views of science teachers on the use and application of out of school learning environments]. Uluslararası Eğitim Araştırmacıları Dergisi, 3(2), 276-291.
  • Alı̇sı̇nanoğlu, F. & Özbey, S. (2011). Okul öncesinde fen eğitimi [Preschool science education]. Maya Akademi.
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  • Andersson, B. (1999). Pupils’ conceptions of matter and its transformations. Studies in Science Education, 2(1), 53-85.
  • Andiema, N.C. (2016). Effect of child-centered methods on teaching and learning of science activities in preschools in Kenya. Journal of Education and Practice, 7(27), 1-9.
  • Aydemir, S., Ugras, M., Cambay, O., & Kilic, A. (2017). Prospective preschool teachers’ views on the nature of science and scientific inquiry. Üniversitepark Bülten, 6(2), 74 87. https://doi.org/10.22521/unibulletin.2017.62.6
  • Aydeniz, M., Baksa, K. & Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school student's understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403 421. https://doi.org/10.1007/s10956-010-9261-4
  • Bartels, S., & Lederman, J. (2022). What do elementary students know about science, scientists, and how they do their work?. International Journal of Science Education, 44(4), 627-646. https://doi.org/10.1080/09500693.2022.2050487
  • Baykara, H. & Yakar, Z. (2020). Pre-service science teachers' views about scientific inquiry: The case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192. https://doi.org/10.17569/tojqi.618950
  • Bell, R.L., Blair, L.M., Crawford, B.A. & Lederman, N.G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
  • Brock, K.L. & Cameron, B.J. (1999). Enlivening political science courses with Kolb’s learning preference model. Political Science and Politics, 32(2), 251-256.
  • Burns, M. (2011). Distance education for teacher training: modes, models, and methods. Education Development Center, Inc.
  • Camlıbel Çakmak, Ö. (2014). Okul öncesi dönemde fen eğitimi ve öğretmenin rolü [Science education and the role of the teacher at the preschool period]. In M. Çetin & Ç. Şahin (Eds.), Okul öncesi dönemde fen eğitimi [Science education at the preschool period] (s.29-47). Pegem Akademi.
  • Crawford, B.A., Zembal Saul, C., Munford, D. & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
  • Crawford, B.A., Capps, D., Meyer, X., Patel, M. & Ross, R.M. (2010, April). Supporting teachers in complex situations: Learning to teach evolution, nature of science, and scientific inquiry. A paper presentation at the American Educational Research Association Annual Meeting-Denver, Colorado.
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Çavuş Güngören S., & Öztürk E. (2016). Turkish adaptation of the views about scientific inquiry VASI and examine pre-service mathematics teachers' views about scientific inquiry. VI. International Congress on Research in Education (ICRE).
  • Deniz, H. & Akerson, V. (2013). Examining the impact of a professional development program on elementary teachers' views of the nature of science and nature of the scientific inquiry, and science teaching efficacy beliefs. The Electronic Journal for Research in Science & Mathematics Education, 17(3), 1-19.
  • Dori, Y.J., & Tall, R.T. (2000). Formal and informal collaborative projects: engaging in the industry with environmental awareness. Science Education, 84(1), 95-113.
  • Dudu, W.T. (2014). Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: A case study. South African Journal of Education, 34(1), 1-18.
  • Erdas Kartal, E., Cobern, W.W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM education, 5(1), 1-10. https://doi.org/10.1186/s40594-018-0125-4
  • Gelişli, Y. (2015). Practices of distance education for teacher training: History and development. Journal of Research in Education and Teaching, 3(1), 313-321.
  • Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science & Education, 11(1), 55-67.
  • Gürsoy, G. (2018). Fen öğretiminde okul dışı öğrenme ortamları (Outdoor learning environments in science education). Electronic Turkish Studies, 13(11), 623 649. http://dx.doi.org/10.7827/TurkishStudies.13225
  • Karışan, D., Bilican, K., & Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması (The adaptation of the views about scientific inquiry questionnaire: A validity and reliability study). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. https://doi.org/10.17679/inuefd.307053
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  • Koyunlu-Ünlü, Z. (2020). Improving pre-service teachers' science process skills and views about scientific inquiry. Journal of Theoretical Educational Science, 13(3), 474-489. http://dx.doi.org/10.30831/akukeg.626165
  • Kubat, U. (2018). Okul dışı öğrenme ortamları hakkında fen bilgisi öğretmen adaylarının görüşleri (Opinions of pre-service science teachers about outdoor education). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 111 135. https://doi.org/10.21764/maeuefd.429575
  • Laugksch, R.C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
  • Lederman, J.S. & Lederman, N.G. (2004, April). Early elementary students’ and teacher’s understandings of nature of science and scientific inquiry: Lessons learned from project ICAN. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver, British Columbia.
  • Lederman, N.G. (2006). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pasific Forum Science Learning and Teaching, 7(1), 1-11
  • Lederman, J.S. (2012). Development of a valid and reliable protocol for the assessment of early childhood students' conceptions of the nature of science and scientific inquiry. A Paper Presented at the Annual Meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
  • Lederman, N., & Lederman, J. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In B.J. Fraser, K. Tobin & C.J. McRobbie (Eds.), Second international handbook of science education (24th ed., pp. 335–359). Springer
  • Lederman, J.S., Bartels, S.L., Liu, C. & Jimenez, J. (2013). Teaching the nature of science and scientific inquiry to diverse classes of early primary-level students. A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Juan, PR, USA.
  • Lederman, N.G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302.
  • Lederman, J.S., Lederman, N.G., Bartos, S.A., Bartels, S.L., Meyer, A.A., & Schwartz, R.S. (2014). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
  • Lederman, N.G. (2019). Contextualizing the relationship between the nature of scientific knowledge and scientific inquiry. Science & Education, 28(1), 249 267. https://doi.org/10.1007/s11191-019-00030-8
  • Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., et al. (2019). An international collaborative investigation of beginning seventh-grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486-515. https://doi.org/10.1002/tea.21512
  • Lederman, J.S., & Bartels, S.L. (2018). Assessing the ultimate goal of science education: Scientific literacy for all! In S. Kahn (Ed.), Toward inclusion of all learners through science teacher education (pp. 277–285). Brill.
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Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

Year 2022, Volume: 9 Issue: Special Issue, 283 - 299, 29.11.2022

Eda Erdaş Kartal , Günkut Mesci

https://doi.org/10.21449/ijate.1121814
Cited By: 1

Abstract

This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

Keywords

Nature of scientific inquiry Outdoor learning Teacher training Learning through teaching Nature of scientific inquiry Outdoor learning Teacher training Learning through teaching

References

  • Akerson, V.L. (Ed.) (2007). Interdisciplinary language arts and science instruction in elementary classrooms: Applying research to practice. Erlbaum: NJ.
  • Akgül, G.D. & Arabacı, S. (2020). Okul dışı öğrenme ortamlarına yönelik fen bilgisi öğretmenlerinin görüşleri [The views of science teachers on the use and application of out of school learning environments]. Uluslararası Eğitim Araştırmacıları Dergisi, 3(2), 276-291.
  • Alı̇sı̇nanoğlu, F. & Özbey, S. (2011). Okul öncesinde fen eğitimi [Preschool science education]. Maya Akademi.
  • American Association for the Advancement of Science [AAAS] (1993). Benchmarks for science literacy: A project 2061 report. Oxford University Press.
  • Andersson, B. (1999). Pupils’ conceptions of matter and its transformations. Studies in Science Education, 2(1), 53-85.
  • Andiema, N.C. (2016). Effect of child-centered methods on teaching and learning of science activities in preschools in Kenya. Journal of Education and Practice, 7(27), 1-9.
  • Aydemir, S., Ugras, M., Cambay, O., & Kilic, A. (2017). Prospective preschool teachers’ views on the nature of science and scientific inquiry. Üniversitepark Bülten, 6(2), 74 87. https://doi.org/10.22521/unibulletin.2017.62.6
  • Aydeniz, M., Baksa, K. & Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school student's understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403 421. https://doi.org/10.1007/s10956-010-9261-4
  • Bartels, S., & Lederman, J. (2022). What do elementary students know about science, scientists, and how they do their work?. International Journal of Science Education, 44(4), 627-646. https://doi.org/10.1080/09500693.2022.2050487
  • Baykara, H. & Yakar, Z. (2020). Pre-service science teachers' views about scientific inquiry: The case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192. https://doi.org/10.17569/tojqi.618950
  • Bell, R.L., Blair, L.M., Crawford, B.A. & Lederman, N.G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
  • Brock, K.L. & Cameron, B.J. (1999). Enlivening political science courses with Kolb’s learning preference model. Political Science and Politics, 32(2), 251-256.
  • Burns, M. (2011). Distance education for teacher training: modes, models, and methods. Education Development Center, Inc.
  • Camlıbel Çakmak, Ö. (2014). Okul öncesi dönemde fen eğitimi ve öğretmenin rolü [Science education and the role of the teacher at the preschool period]. In M. Çetin & Ç. Şahin (Eds.), Okul öncesi dönemde fen eğitimi [Science education at the preschool period] (s.29-47). Pegem Akademi.
  • Crawford, B.A., Zembal Saul, C., Munford, D. & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks. Journal of Research in Science Teaching, 42(6), 613-637.
  • Crawford, B.A., Capps, D., Meyer, X., Patel, M. & Ross, R.M. (2010, April). Supporting teachers in complex situations: Learning to teach evolution, nature of science, and scientific inquiry. A paper presentation at the American Educational Research Association Annual Meeting-Denver, Colorado.
  • Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Çavuş Güngören S., & Öztürk E. (2016). Turkish adaptation of the views about scientific inquiry VASI and examine pre-service mathematics teachers' views about scientific inquiry. VI. International Congress on Research in Education (ICRE).
  • Deniz, H. & Akerson, V. (2013). Examining the impact of a professional development program on elementary teachers' views of the nature of science and nature of the scientific inquiry, and science teaching efficacy beliefs. The Electronic Journal for Research in Science & Mathematics Education, 17(3), 1-19.
  • Dori, Y.J., & Tall, R.T. (2000). Formal and informal collaborative projects: engaging in the industry with environmental awareness. Science Education, 84(1), 95-113.
  • Dudu, W.T. (2014). Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: A case study. South African Journal of Education, 34(1), 1-18.
  • Erdas Kartal, E., Cobern, W.W., Dogan, N., Irez, S., Cakmakci, G., & Yalaki, Y. (2018). Improving science teachers’ nature of science views through an innovative continuing professional development program. International Journal of STEM education, 5(1), 1-10. https://doi.org/10.1186/s40594-018-0125-4
  • Gelişli, Y. (2015). Practices of distance education for teacher training: History and development. Journal of Research in Education and Teaching, 3(1), 313-321.
  • Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science & Education, 11(1), 55-67.
  • Gürsoy, G. (2018). Fen öğretiminde okul dışı öğrenme ortamları (Outdoor learning environments in science education). Electronic Turkish Studies, 13(11), 623 649. http://dx.doi.org/10.7827/TurkishStudies.13225
  • Karışan, D., Bilican, K., & Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması (The adaptation of the views about scientific inquiry questionnaire: A validity and reliability study). İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. https://doi.org/10.17679/inuefd.307053
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  • Koyunlu-Ünlü, Z. (2020). Improving pre-service teachers' science process skills and views about scientific inquiry. Journal of Theoretical Educational Science, 13(3), 474-489. http://dx.doi.org/10.30831/akukeg.626165
  • Kubat, U. (2018). Okul dışı öğrenme ortamları hakkında fen bilgisi öğretmen adaylarının görüşleri (Opinions of pre-service science teachers about outdoor education). Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48(1), 111 135. https://doi.org/10.21764/maeuefd.429575
  • Laugksch, R.C. (2000). Scientific literacy: A conceptual overview. Science Education, 84(1), 71-94.
  • Lederman, J.S. & Lederman, N.G. (2004, April). Early elementary students’ and teacher’s understandings of nature of science and scientific inquiry: Lessons learned from project ICAN. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver, British Columbia.
  • Lederman, N.G. (2006). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pasific Forum Science Learning and Teaching, 7(1), 1-11
  • Lederman, J.S. (2012). Development of a valid and reliable protocol for the assessment of early childhood students' conceptions of the nature of science and scientific inquiry. A Paper Presented at the Annual Meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
  • Lederman, N., & Lederman, J. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In B.J. Fraser, K. Tobin & C.J. McRobbie (Eds.), Second international handbook of science education (24th ed., pp. 335–359). Springer
  • Lederman, J.S., Bartels, S.L., Liu, C. & Jimenez, J. (2013). Teaching the nature of science and scientific inquiry to diverse classes of early primary-level students. A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Juan, PR, USA.
  • Lederman, N.G., Antink, A., & Bartos, S. (2014). Nature of science, scientific inquiry, and socio scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302.
  • Lederman, J.S., Lederman, N.G., Bartos, S.A., Bartels, S.L., Meyer, A.A., & Schwartz, R.S. (2014). Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
  • Lederman, N.G. (2019). Contextualizing the relationship between the nature of scientific knowledge and scientific inquiry. Science & Education, 28(1), 249 267. https://doi.org/10.1007/s11191-019-00030-8
  • Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., et al. (2019). An international collaborative investigation of beginning seventh-grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486-515. https://doi.org/10.1002/tea.21512
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There are 76 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Special Issue
Authors

Eda Erdaş Kartal 0000-0002-1568-827X

Günkut Mesci 0000-0003-0319-5993

Early Pub Date November 17, 2022
Publication Date November 29, 2022
Submission Date May 26, 2022
Published in Issue Year 2022 Volume: 9 Issue: Special Issue

Cite

APA Erdaş Kartal, E., & Mesci, G. (2022). Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 283-299. https://doi.org/10.21449/ijate.1121814

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