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Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills

Year 2014, Volume: 5 Issue: 1, 1 - 12, 04.08.2014

Ercan Arı , Nurcan Kahraman

Abstract

This study aims to investigate how nature of science activities affects pre-service science teachers’ critical thinking skills. The participants of this study are 62 pre service science teachers; 47 of which are girls and 15 are boys. Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich, Garcia, and McKeachie (1991), was used to assess students’ critical thinking skills for both pre-test and post-test. Real Fossils, Real Science, Tangram, Flojiston, The Tube, The Cans were activities that used in the present study to discuss nature of science. During the discussions, pre-service science teachers were encouraged about to dwell on the common misconceptions about the nature of science. A one- way within-subjects ANOVA test was conducted to compare pre-test and posttest results about students’ critical thinking skills. According to the results, there was a significant difference between pre-test and post-test. In other words, the results suggested that the nature of science activities is effective to improve pre-service science teachers’ critical thinking skills.

Keywords

Nature of Science Critical Thinking Activities

References

  • Abd-El Khalick, F., & Lederman, N. G. (2000). The influence of History of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317. Adams, M. H., Whitlow, J. R, Stover, L. M. ve Johnson, K. W. (1999). A longitudunal evaluation of baccalaureate students' critical thinking abilities. Journal of Nursing Education. 3 8 , 3, 139-141. Bakioğlu, A. and Hesapçıoğlu, M. (1997). The Role of Teachers and School Administrators teaching thinking: Thinking. Journal of Marmara University Atatürk Education Faculty. (9), 49-75. Balcaen, P.L (2011). The Pedagogy of Critical Thinking: Object Design Implications for Improving
  • Students’ Thoughtful Engagement Within E-learning Environment. US-China Education Review B 3 354-363. Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender- related patterns in students’ intellectual development. San Francisco: Jossey-Bass. Belenky, M.F., B.M. Clinchy, N.R. Goldberger and J.M. Tarule. 1986. Women's Ways of Knowing.
  • Basic Books, NY. Birgegard, G.,& Lindquist, U. (1998). Change in student attitudes to medical school after the ıntroduction of problem based learning. Medical Education, 32, 46-49. Bowman, E. L. (1987). Philosophy professors conception, teaching, and assessment of critical thinking. Southem Nazarene University, OkIahoma, unpublished doctoral dissertation. Can, B., & Pekmez, E.Ş. (2010). The Effects Of The Nature Of Science Activities On The Development of Seventh Grade Students’ Science Process Skillss. Journal of Pamukkale University Education
  • Faculty, 27, 2010, ss. 113-123 Cooke, M.,& Moyle, K. (2002). Students’ evaluation of problem based learning. Nurse Education Today, 22, 330-339. Costa, L. A., & Lowery F. L. (1989). Techniques for Teaching Thinking, Pacific Grove, Midwest
  • Publications. Çelik, S. and Bayrakçeken, S. (2006). The Effect of a "Science, Technologyand Society" Course on
  • Prospective Teachers' Conceptions of the Nature of Science, Research in Science and Technological Education, 24(2), 255-273. Delaney, C. (2007). World War II and Beyond: Middle School Inquiry and Critical Literacy. The New
  • England Reading Association Journal, 43(2). Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112. Doğan, N., Çakıroğlu, J., Bilican, K., & Çavuş, S. (2009). Bilimin Doğası ve Öğretimi. Ankara: Pegem
  • Akademi. Evancho, R. S. (2000). Critical thinking skills and dispositions of the undergraduate baccalaureate nursing student. Southem Connecticut State University, Connecticut, unpublished master's thesis.
  • Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction - Executive Summary - The Delphi Report. Millbrae, Ca: The California Academic Pres. EDRS No. Ed 315423. http://ericir.syr.edu. Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44 (1), 1–25. Facione, N., & Facione, P. (1996). Assessment design issues for evaluating critical thinking in nursing.
  • Holistic Nursing Prac¬tice, 10, 41–53. Facione, N.C. and Facione, P.A. (1997). Critical Thinking Assessment in Nursing Education Programmes: An aggregate data analysis. Milbrae, CA: The California Academic Press. Facione, N., & Facione, P. (1998). Critical thinking assessment in nursing education programs: An aggregate data analysis. Mill¬brae, CA: Academic Press. Feuerstein, M. (1999). Media Literacy in Support of Critical Thinking. Journal of Educational Media. 24 (1), 12-43. Flick, L. B. and Lederman, N. G. (2004). Scientific Inquiry and Natureof Science; Implication for Teaching, Learning and Teacher Education,Boston: Kluwer Academic Publishers Gadzella, M. B. & Others (1996). Teachers and Learning Critical Thinking Skills. EDRS No. Ed 405313 , http://ericir.syr.edu. Ip, W., Lee, D., Lee, J. C., Wootton, Y., & Chang, A. (2000). Dis¬positions toward critical thinking: A study of Chinese undergra¬duate nursing students. Journal of Advanced Nursing, 32, 84-90. King & Kitchener (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual
  • Growth and Critical Thinking in Adolescents and Adults. SanFrancisco: Jossey-Bass. Köseoğlu, F., Tümay, H. and Üstün, U. (2010). Developing A Professional Development Package For
  • Nature Of Science Instruction And Discussion About Its Implementation For Pre-Service Teachers . Journal of Kırşehir Education Faculty. (11) 4. 129-163 Lederman, N.G. (1992). Students and teachers conceptions of the nature of science. Journal of Research in Science Teaching, 29(4), 351-359. Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understanding of the nature of science (83-126). In McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publishers. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. and Schwartz, R. S.(2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conception of Nature of Science.Journal of Research in Science Teaching, 39, 479-521. Lederman, N.G. (2004). Syntax of nature of science within inquiry and science instruction. In L.B.
  • Flick & N.G. Lederman (Eds.), Scientific Inquiry and Nature of Science. Netherlands: Kluwer Academic Publishers. Lee, W.M., Wong, K.Y. & Mok, E. (2004). Problem-based learning: Ancient Chinese educational philosophy reflected in a modern educational methodology. Nurse Education Today, 24, 136-144.
  • Mccomas, W. F., & Olson, J., K. (2000) Internatıonal Science Education Standards documments (4152). In W.F.Mccomas (Ed.) The nature of science in science education rationales and strategies. Kluwer Academic Publishers. Patrick, J. (1986). Criticial thinking in the social studies. ERIC Clearinghouse for Social Studies/Social
  • Science Education. Bloomington IN. (ERIC Document Reproduction Service No: ED272432). http://www.ericdilzests. orlZ/Dre-924/critical.htm l Paul, W. R. (1984). Critical Thinking: Fundamental to Education for A Free Society. Educational Leadership. 42 (1), 5-14. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to
  • Improve Postsecondary Teaching and Learning, University of Michigan. Potts, B. (1994). Strategies for teaching critical thinking . Washington, DC: Learinghouse onAssessment and Evaluation. Serafini, F. (2007). "Pigs, Cinderella and Social Issues." The New England Reading Association Journal 43(2), 23-29. Sherpherd, N. G. (1998). The probe method: a problem based learning model’s effect on critical thinking skills of fourth and fifth grade social studies students. Dissertation Abstract Index, 59 (03), 779A. Siegel, H. ( 1989). The rationality of science, critical thinking and science education. Synthese , 80( 1), 9- Sungur, S. (2004). The implementation of problem based learning in high school biology courses. Unpublished doctoral dissertation, Middle East Technical University, Turkey. Tall, D. (2004). Thinking through three worlds of mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 281-288. Tan, M. (1989). Demokrasi Eğitiminde Boyutlar ve Sorunlar.; Demokrasi İçin Eğitim. [Dimensions and Issues of Democracy Education; Education for Democracy]. Ankara: Turkish Education Association
  • Publications . Yahşi, D. & Kahraman, N. (2013).The Contribution Of Motivational Beliefs And Scientific Process
  • Skills On Middle School Students' Critical Thinking, The European Conference on Educational Research, September 1013, İstanbul, Turkey.

Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills

Year 2014, Volume: 5 Issue: 1, 1 - 12, 04.08.2014

Ercan Arı , Nurcan Kahraman

Abstract

Bu araştırma, Fen Bilgisi Öğretmen adaylarına uygulanan bilimin doğasına yönelik etkinliklerin, eleştirel düşünme becerilerine etkisini ortaya çıkarmayı amaçlamaktadır. Araştırmanın uygulama grubunu, 47 bayan ve 15 erkek olmak üzere toplam 62 öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak, 1991 yılında Pintrich, Garcia, and McKeachie tarafından geliştirilen “Öğrenmede Güdüsel Stratejiler” anketinin eleştirel düşünme boyutu kullanılmıştır. Bilimin doğası etkinlikleri; Gerçek fosiller, Gerçek bilim, Tangram, Flojiston, Kutu ve Bileşik Kaplar gibi etkinliklerden oluşmaktadır. Öğretmen adaylarının eleştiriyel düşünme ölçeğine ait ön test ve son test puanları arasındaki ilişki ANOVA testi ile değerlendirilmiştir. Analiz sonuçlarına göre eleştirel düşünme ölçeği öntest ve son test sonuçları arasında anlamlı farklılık tespit edilmiştir. Diğer bir deyişle, bilimin doğasına yönelik etkinliklerin öğretmen adaylarının eleştiriyel düşünme becerileri üzerinde olumlu etkiler oluşturduğu sonucu çıkartılabilir.

Keywords

Bilimin Doğası Eleştirel Düşünme Etkinlikler.

References

  • Abd-El Khalick, F., & Lederman, N. G. (2000). The influence of History of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 295-317. Adams, M. H., Whitlow, J. R, Stover, L. M. ve Johnson, K. W. (1999). A longitudunal evaluation of baccalaureate students' critical thinking abilities. Journal of Nursing Education. 3 8 , 3, 139-141. Bakioğlu, A. and Hesapçıoğlu, M. (1997). The Role of Teachers and School Administrators teaching thinking: Thinking. Journal of Marmara University Atatürk Education Faculty. (9), 49-75. Balcaen, P.L (2011). The Pedagogy of Critical Thinking: Object Design Implications for Improving
  • Students’ Thoughtful Engagement Within E-learning Environment. US-China Education Review B 3 354-363. Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender- related patterns in students’ intellectual development. San Francisco: Jossey-Bass. Belenky, M.F., B.M. Clinchy, N.R. Goldberger and J.M. Tarule. 1986. Women's Ways of Knowing.
  • Basic Books, NY. Birgegard, G.,& Lindquist, U. (1998). Change in student attitudes to medical school after the ıntroduction of problem based learning. Medical Education, 32, 46-49. Bowman, E. L. (1987). Philosophy professors conception, teaching, and assessment of critical thinking. Southem Nazarene University, OkIahoma, unpublished doctoral dissertation. Can, B., & Pekmez, E.Ş. (2010). The Effects Of The Nature Of Science Activities On The Development of Seventh Grade Students’ Science Process Skillss. Journal of Pamukkale University Education
  • Faculty, 27, 2010, ss. 113-123 Cooke, M.,& Moyle, K. (2002). Students’ evaluation of problem based learning. Nurse Education Today, 22, 330-339. Costa, L. A., & Lowery F. L. (1989). Techniques for Teaching Thinking, Pacific Grove, Midwest
  • Publications. Çelik, S. and Bayrakçeken, S. (2006). The Effect of a "Science, Technologyand Society" Course on
  • Prospective Teachers' Conceptions of the Nature of Science, Research in Science and Technological Education, 24(2), 255-273. Delaney, C. (2007). World War II and Beyond: Middle School Inquiry and Critical Literacy. The New
  • England Reading Association Journal, 43(2). Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112. Doğan, N., Çakıroğlu, J., Bilican, K., & Çavuş, S. (2009). Bilimin Doğası ve Öğretimi. Ankara: Pegem
  • Akademi. Evancho, R. S. (2000). Critical thinking skills and dispositions of the undergraduate baccalaureate nursing student. Southem Connecticut State University, Connecticut, unpublished master's thesis.
  • Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction - Executive Summary - The Delphi Report. Millbrae, Ca: The California Academic Pres. EDRS No. Ed 315423. http://ericir.syr.edu. Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44 (1), 1–25. Facione, N., & Facione, P. (1996). Assessment design issues for evaluating critical thinking in nursing.
  • Holistic Nursing Prac¬tice, 10, 41–53. Facione, N.C. and Facione, P.A. (1997). Critical Thinking Assessment in Nursing Education Programmes: An aggregate data analysis. Milbrae, CA: The California Academic Press. Facione, N., & Facione, P. (1998). Critical thinking assessment in nursing education programs: An aggregate data analysis. Mill¬brae, CA: Academic Press. Feuerstein, M. (1999). Media Literacy in Support of Critical Thinking. Journal of Educational Media. 24 (1), 12-43. Flick, L. B. and Lederman, N. G. (2004). Scientific Inquiry and Natureof Science; Implication for Teaching, Learning and Teacher Education,Boston: Kluwer Academic Publishers Gadzella, M. B. & Others (1996). Teachers and Learning Critical Thinking Skills. EDRS No. Ed 405313 , http://ericir.syr.edu. Ip, W., Lee, D., Lee, J. C., Wootton, Y., & Chang, A. (2000). Dis¬positions toward critical thinking: A study of Chinese undergra¬duate nursing students. Journal of Advanced Nursing, 32, 84-90. King & Kitchener (1994). Developing Reflective Judgment: Understanding and Promoting Intellectual
  • Growth and Critical Thinking in Adolescents and Adults. SanFrancisco: Jossey-Bass. Köseoğlu, F., Tümay, H. and Üstün, U. (2010). Developing A Professional Development Package For
  • Nature Of Science Instruction And Discussion About Its Implementation For Pre-Service Teachers . Journal of Kırşehir Education Faculty. (11) 4. 129-163 Lederman, N.G. (1992). Students and teachers conceptions of the nature of science. Journal of Research in Science Teaching, 29(4), 351-359. Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understanding of the nature of science (83-126). In McComas (Ed.) The Nature of Science in Science Education: Rationales and Strategies. The Netherlands: Kluwer Academic Publishers. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. and Schwartz, R. S.(2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of Learners’ Conception of Nature of Science.Journal of Research in Science Teaching, 39, 479-521. Lederman, N.G. (2004). Syntax of nature of science within inquiry and science instruction. In L.B.
  • Flick & N.G. Lederman (Eds.), Scientific Inquiry and Nature of Science. Netherlands: Kluwer Academic Publishers. Lee, W.M., Wong, K.Y. & Mok, E. (2004). Problem-based learning: Ancient Chinese educational philosophy reflected in a modern educational methodology. Nurse Education Today, 24, 136-144.
  • Mccomas, W. F., & Olson, J., K. (2000) Internatıonal Science Education Standards documments (4152). In W.F.Mccomas (Ed.) The nature of science in science education rationales and strategies. Kluwer Academic Publishers. Patrick, J. (1986). Criticial thinking in the social studies. ERIC Clearinghouse for Social Studies/Social
  • Science Education. Bloomington IN. (ERIC Document Reproduction Service No: ED272432). http://www.ericdilzests. orlZ/Dre-924/critical.htm l Paul, W. R. (1984). Critical Thinking: Fundamental to Education for A Free Society. Educational Leadership. 42 (1), 5-14. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A Manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to
  • Improve Postsecondary Teaching and Learning, University of Michigan. Potts, B. (1994). Strategies for teaching critical thinking . Washington, DC: Learinghouse onAssessment and Evaluation. Serafini, F. (2007). "Pigs, Cinderella and Social Issues." The New England Reading Association Journal 43(2), 23-29. Sherpherd, N. G. (1998). The probe method: a problem based learning model’s effect on critical thinking skills of fourth and fifth grade social studies students. Dissertation Abstract Index, 59 (03), 779A. Siegel, H. ( 1989). The rationality of science, critical thinking and science education. Synthese , 80( 1), 9- Sungur, S. (2004). The implementation of problem based learning in high school biology courses. Unpublished doctoral dissertation, Middle East Technical University, Turkey. Tall, D. (2004). Thinking through three worlds of mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 4, 281-288. Tan, M. (1989). Demokrasi Eğitiminde Boyutlar ve Sorunlar.; Demokrasi İçin Eğitim. [Dimensions and Issues of Democracy Education; Education for Democracy]. Ankara: Turkish Education Association
  • Publications . Yahşi, D. & Kahraman, N. (2013).The Contribution Of Motivational Beliefs And Scientific Process
  • Skills On Middle School Students' Critical Thinking, The European Conference on Educational Research, September 1013, İstanbul, Turkey.
There are 18 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ercan Arı

Nurcan Kahraman This is me

Publication Date August 4, 2014
Published in Issue Year 2014 Volume: 5 Issue: 1

Cite

APA Arı, E., & Kahraman, N. (2014). Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills. The International Journal of Research in Teacher Education, 5(1), 1-12.
AMA Arı E, Kahraman N. Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills. The International Journal of Research in Teacher Education. August 2014;5(1):1-12.
Chicago Arı, Ercan, and Nurcan Kahraman. “Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills”. The International Journal of Research in Teacher Education 5, no. 1 (August 2014): 1-12.
EndNote Arı E, Kahraman N (August 1, 2014) Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills. The International Journal of Research in Teacher Education 5 1 1–12.
IEEE E. Arı and N. Kahraman, “Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills”, The International Journal of Research in Teacher Education, vol. 5, no. 1, pp. 1–12, 2014.
ISNAD Arı, Ercan - Kahraman, Nurcan. “Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills”. The International Journal of Research in Teacher Education 5/1 (August 2014), 1-12.
JAMA Arı E, Kahraman N. Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills. The International Journal of Research in Teacher Education. 2014;5:1–12.
MLA Arı, Ercan and Nurcan Kahraman. “Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills”. The International Journal of Research in Teacher Education, vol. 5, no. 1, 2014, pp. 1-12.
Vancouver Arı E, Kahraman N. Investigating The Effect Of Nature Of Science Activities On Pre-Service Science Teachers’ Critical Thinking Skills. The International Journal of Research in Teacher Education. 2014;5(1):1-12.