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EFFECT OF NATURE OF SCIENCE ACTIVITIES ON NATURE OF SCIENCE AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS OF PRE-SERVICE PRESCHOOL TEACHERS

Yıl 2016, Cilt: 4 , 352 - 356, 01.09.2016

Öz

The objective of the present study is to research the effect of
nature of science instruction based on direct reflective approach on the views
of pre-service preschool teachers on nature of science and their scientific
epistemological beliefs. The study was conducted with 38 Fırat University,
Faculty of Education Preschool Teaching Department senior students. The study
was conducted with seven activities that were used in previous studies. Views
of Nature of Science Questionnaire (VNOS) and Scientific Epistemological
Beliefs Scale were utilized as data collection tools. Data was collected by
applying the scales before and after the activities. Data collected via the
Views of Nature of Science Questionnaire were digitized by assigning 3.5 points
for scientifically adequate explanations, 1 point for partially adequate
scientific explanations, and 0 point for non-scientific explanations and then
assessed based on these scores. SPSS software package was used to analyze
quantitative data and required analyses were conducted. It was determined that
pre-service teachers had a poor understanding on the nature of science before
the applications were conducted. Based on study results, it was determined that
most of the illusions of the pre-service teachers on the nature of science were
eliminated at the end of the application that entailed direct reflective
approach activities. It was also found that beliefs of pre-service teachers on
epistemological structure of science improved after the application.

Kaynakça

  • Abd-El-Khalick, F. ve Lederman, N.G. (2000) Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature. International Journal of Science Education, 22, 7, 665-701. Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education. 27(1), 15–42. Abd-El-Khalick F 2002. The Development Of Conceptions Of The Nature Of Scientific Knowledge And Knowing In The Middle And High School Years: A Cross-Sectional Study. Paper Presented At The Annual Meeting Of The National Association For Research In Science Teaching, New Orleans, LA. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. Akerson,V.L.,Buck, G.A., Donnelly,L.A., Nargund-Joshi, V. and Weiland, I.S. (2011). The importance of teaching and learning nature of science in the early childhood years. Jounal of Science Education and Technology, 20(5), 537-549. Ayvacı, H.Ş. (2007). Bilimin Doğasının Sınıf Öğretmeni Adaylarına Kütle Çekim Konusu İçerisinde Farklı Yaklaşımlarla Öğretilmesine Yönelik Bir Çalışma. Doktora Tezi (Yayınlanmamış), Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü,Trabzon 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, 487–509. Chan, K. (2004). Preservice teachers' epistemological beliefs and conceptions about teaching and learning: Cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), Article 1. Available at: http://ro.ecu.edu.au/ajte/vol29/iss1/1 Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik Ve Güvenirlik Çalışması. Eğitim Araştırmaları, 8, 111–125. Dıckınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing elementary teachers’ views of the nos: effective strategies for science methods courses. ED, 441-680. Doğan, N., Çakıroğlu, J., Bilican, K. & Çavuş, S. (2009). Bilimin doğası ve öğretimi. Ankara: Pegem A. Hamurcu, H (2003). Okul öncesi eğitiminde fen bilgisi öğretimi "proje yaklaşımı", Eğitim Araştırmaları, 4(3), 66-72 Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. Northcutt, C. K & Schwartz, R.S. (2013, April). “Pre-service Teachers' Understanding and Perceptions of Scientific Inquiry and Self-efficacy in a Research Internship”, Paper to be presented at the international conference of the National Association for Research in Science Teaching, San Juan, Puerto Rico. Kattoula, E. H. (2008). Conceptual change in pre-service science teachers’ views on nature of science when learning a unit on the physics of waves. Unpublished Doctoral Dissertation, Georgia State University. Küçük, M. 2006. Bilimin Doğasını İlköğretim 7. sınıf Öğrencilerine Öğretmeye Yönelik Bir Çalışma. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Doktora Tezi (Yayınlanmamış), Trabzon. Kenar, Z. (2008). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir. Khishfe, R.F. (2004). Relationship between Students’ understandings of Nature of Science and Instructional context. Unpublished Phd Thesis, Graduate College of the Illinois Institute of Technology. Chicago, Illinois. Lederman, N.G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83–126). Dordrecht, The Netherlands: Kluwer Academic. Schwartz R 2007. What’s In A Word? How Word Choice Can Develop (Mis)Conceptions About The Nature Of Science. Science Scope, 31(2):42-47. Available at http://undsci.berkeley.edu/teaching/schwartz_reprint.pdf. Accessed 13 January 2014 Schommer, M. (1990). The effects of beliefs about the nature of knowledge in comprehension. Journal of Educational Psychology, 82(3), 498 - 504. Seung, E., Bryan, L., Butler, M. B. (2009). Improving Preservice Middle Grades Science Teachers’ Understanding of The Nature of Science Using Three Instructional Approaches. Journal of Science Teacher Education, 20(2), 157 177. Kaya, O.N. (2005). Tartışma Teorisine Dayalı Öğretim Yaklaşımının Öğrencilerin Maddenin Tanecikli Yapısı Konusundaki Başarılarına ve Bilimin Doğası Hakkındaki Kavramalarına Etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Kang, N., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: linking epistemological beliefs, goals, and practices. Science Teacher Education, 89(1), 140-165. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578. Khishfe, R & Lederman, N.G. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29 (8),939–962. Küçük, M., Çepni, S. 2006. İlköğretim öğrencilerinin bilimin doğası hakkında sahip oldukları kavramların incelenmesi. 7. Ulusal Fen ve Matematik Eğitimi Kongresi, Gazi Üniversitesi, Eğitim Fakültesi, (7-9 Eylül 2006), Ankara. Küçük, M., Bülbül, K. 2007. İlköğretim birinci kademe öğrencilerinin bilimsel bilgiye bakış açılarının incelenmesi. 1. Ulusal İlköğretim Kongresi, Hacettepe Üniversitesi, (15–17 Kasım 2007), Ankara. Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: the development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63. Özkal, K. 2007. Bilimsel Epistemolojik İnançların, Yapılandırmacı Öğrenme Ortamının ve Fen'e Yönelik Tutumun Öğrencilerin Öğrenme Yaklaşımlarındaki Rolü, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi (Basılmamış), Ankara. Sandoval, W., A. 2005. Understanding students´ practical epistemologies and their influence on learning through inquiry. Science Education, 89: 634- 656. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of educational psychology, 82(2), 498-504. Schwartz RS, Lederman NG & Lederman JS 2008. An Instrument To Assess Views Of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting Of The National Association For Research In Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed: 20 April 2016. Uzun, S. 2011. İlköğretim 5. Sınıf Öğrencilerinin Bilimsel Bilgiye Yönelik Görüşlerinin ve Fen Bilimine Yönelik Tutumlarının İncelenmesi. Rize Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi (Basılmamış), Rize. Wahbeh, N. A. K. (2009). The effect of a content-embedded explicit-reflective approach on inservice teachers' views and practices related to nature of science. Unpublished doctoral dissertation, University of Illinois, Urbana, Illinois. Yalvaç, G., H., Öztürk, N., Sarıkaya, M. 2010. İlköğretim öğrencilerinin bilimin doğası ile ilgili görüşleri. 1.Ulusal Eğitim Programları ve Öğretim Kongresi, Balıkesir Üniversitesi, (13-15 mayıs 2010), Balıkesir. Yilmaz-Tuzun, O., & Topcu, M. S. (2008). Relationships among pre-service science teachers’ epistemological beliefs, epistemological world views, and self-efficiency beliefs. International Journal of Science Education, 30, 65–85.
Yıl 2016, Cilt: 4 , 352 - 356, 01.09.2016

Öz

Kaynakça

  • Abd-El-Khalick, F. ve Lederman, N.G. (2000) Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature. International Journal of Science Education, 22, 7, 665-701. Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education. 27(1), 15–42. Abd-El-Khalick F 2002. The Development Of Conceptions Of The Nature Of Scientific Knowledge And Knowing In The Middle And High School Years: A Cross-Sectional Study. Paper Presented At The Annual Meeting Of The National Association For Research In Science Teaching, New Orleans, LA. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. Akerson,V.L.,Buck, G.A., Donnelly,L.A., Nargund-Joshi, V. and Weiland, I.S. (2011). The importance of teaching and learning nature of science in the early childhood years. Jounal of Science Education and Technology, 20(5), 537-549. Ayvacı, H.Ş. (2007). Bilimin Doğasının Sınıf Öğretmeni Adaylarına Kütle Çekim Konusu İçerisinde Farklı Yaklaşımlarla Öğretilmesine Yönelik Bir Çalışma. Doktora Tezi (Yayınlanmamış), Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü,Trabzon 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, 487–509. Chan, K. (2004). Preservice teachers' epistemological beliefs and conceptions about teaching and learning: Cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), Article 1. Available at: http://ro.ecu.edu.au/ajte/vol29/iss1/1 Deryakulu, D. ve Büyüköztürk, Ş. (2002). Epistemolojik İnanç Ölçeğinin Geçerlik Ve Güvenirlik Çalışması. Eğitim Araştırmaları, 8, 111–125. Dıckınson, V. L., Abd-el khalıck, F. & Lederman, N. G. (2000). Changing elementary teachers’ views of the nos: effective strategies for science methods courses. ED, 441-680. Doğan, N., Çakıroğlu, J., Bilican, K. & Çavuş, S. (2009). Bilimin doğası ve öğretimi. Ankara: Pegem A. Hamurcu, H (2003). Okul öncesi eğitiminde fen bilgisi öğretimi "proje yaklaşımı", Eğitim Araştırmaları, 4(3), 66-72 Hashweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33(1), 47-63. Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140. Northcutt, C. K & Schwartz, R.S. (2013, April). “Pre-service Teachers' Understanding and Perceptions of Scientific Inquiry and Self-efficacy in a Research Internship”, Paper to be presented at the international conference of the National Association for Research in Science Teaching, San Juan, Puerto Rico. Kattoula, E. H. (2008). Conceptual change in pre-service science teachers’ views on nature of science when learning a unit on the physics of waves. Unpublished Doctoral Dissertation, Georgia State University. Küçük, M. 2006. Bilimin Doğasını İlköğretim 7. sınıf Öğrencilerine Öğretmeye Yönelik Bir Çalışma. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Doktora Tezi (Yayınlanmamış), Trabzon. Kenar, Z. (2008). Fen Bilgisi Öğretmen Adaylarının Bilimin Doğası Hakkındaki Görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir. Khishfe, R.F. (2004). Relationship between Students’ understandings of Nature of Science and Instructional context. Unpublished Phd Thesis, Graduate College of the Illinois Institute of Technology. Chicago, Illinois. Lederman, N.G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83–126). Dordrecht, The Netherlands: Kluwer Academic. Schwartz R 2007. What’s In A Word? How Word Choice Can Develop (Mis)Conceptions About The Nature Of Science. Science Scope, 31(2):42-47. Available at http://undsci.berkeley.edu/teaching/schwartz_reprint.pdf. Accessed 13 January 2014 Schommer, M. (1990). The effects of beliefs about the nature of knowledge in comprehension. Journal of Educational Psychology, 82(3), 498 - 504. Seung, E., Bryan, L., Butler, M. B. (2009). Improving Preservice Middle Grades Science Teachers’ Understanding of The Nature of Science Using Three Instructional Approaches. Journal of Science Teacher Education, 20(2), 157 177. Kaya, O.N. (2005). Tartışma Teorisine Dayalı Öğretim Yaklaşımının Öğrencilerin Maddenin Tanecikli Yapısı Konusundaki Başarılarına ve Bilimin Doğası Hakkındaki Kavramalarına Etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Kang, N., & Wallace, C. S. (2005). Secondary science teachers’ use of laboratory activities: linking epistemological beliefs, goals, and practices. Science Teacher Education, 89(1), 140-165. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578. Khishfe, R & Lederman, N.G. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29 (8),939–962. Küçük, M., Çepni, S. 2006. İlköğretim öğrencilerinin bilimin doğası hakkında sahip oldukları kavramların incelenmesi. 7. Ulusal Fen ve Matematik Eğitimi Kongresi, Gazi Üniversitesi, Eğitim Fakültesi, (7-9 Eylül 2006), Ankara. Küçük, M., Bülbül, K. 2007. İlköğretim birinci kademe öğrencilerinin bilimsel bilgiye bakış açılarının incelenmesi. 1. Ulusal İlköğretim Kongresi, Hacettepe Üniversitesi, (15–17 Kasım 2007), Ankara. Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: the development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63. Özkal, K. 2007. Bilimsel Epistemolojik İnançların, Yapılandırmacı Öğrenme Ortamının ve Fen'e Yönelik Tutumun Öğrencilerin Öğrenme Yaklaşımlarındaki Rolü, Orta Doğu Teknik Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi (Basılmamış), Ankara. Sandoval, W., A. 2005. Understanding students´ practical epistemologies and their influence on learning through inquiry. Science Education, 89: 634- 656. Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of educational psychology, 82(2), 498-504. Schwartz RS, Lederman NG & Lederman JS 2008. An Instrument To Assess Views Of Scientific Inquiry: The Vosi Questionnaire. Annual Meeting Of The National Association For Research In Science Teaching, March 30-April 2, Baltimore, MD. Available at http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed: 20 April 2016. Uzun, S. 2011. İlköğretim 5. Sınıf Öğrencilerinin Bilimsel Bilgiye Yönelik Görüşlerinin ve Fen Bilimine Yönelik Tutumlarının İncelenmesi. Rize Üniversitesi, Sosyal Bilimler Enstitüsü, Yüksek Lisans Tezi (Basılmamış), Rize. Wahbeh, N. A. K. (2009). The effect of a content-embedded explicit-reflective approach on inservice teachers' views and practices related to nature of science. Unpublished doctoral dissertation, University of Illinois, Urbana, Illinois. Yalvaç, G., H., Öztürk, N., Sarıkaya, M. 2010. İlköğretim öğrencilerinin bilimin doğası ile ilgili görüşleri. 1.Ulusal Eğitim Programları ve Öğretim Kongresi, Balıkesir Üniversitesi, (13-15 mayıs 2010), Balıkesir. Yilmaz-Tuzun, O., & Topcu, M. S. (2008). Relationships among pre-service science teachers’ epistemological beliefs, epistemological world views, and self-efficiency beliefs. International Journal of Science Education, 30, 65–85.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Mustafa Uğraş Bu kişi benim

Erol Çil Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 4

Kaynak Göster

APA Uğraş, M., & Çil, E. (2016). EFFECT OF NATURE OF SCIENCE ACTIVITIES ON NATURE OF SCIENCE AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS OF PRE-SERVICE PRESCHOOL TEACHERS. The Eurasia Proceedings of Educational and Social Sciences, 4, 352-356.