Yıl 2018, Cilt 9 , Sayı , Sayfalar 104 - 119 2018-08-18

How Do Early Childhood Education Pre-service Teachers view Science and Scientists?

Suzanne EL TAKACH [1]


The aim of this case study was to collect and to assess students’ views about their NOS understandings at the beginning and at the end of their course on teaching science. The study was conducted on 24 students, all females, in their 3rd semester (2nd year), enrolled in their initial teacher education program in early childhood education. Data were collected from 1) Draw-a-scientist-at-task tool, 2) pre- and post-questionnaires about students’ views about science and scientists and 3) students’ formative and summative assessment scores. To increase the validity of results, a member checking was used. Results showed that prospective teachers’ views about NOS improved significantly after attending only one course and the that majority of students agreed on the importance of learning more about science for their professional development. 

Nature of science, Pre- service teachers, Early childhood, Pedagogical content knowledge, Science literacy
  • American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York: Oxford University Press. Akerson, V. et al (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, Volume 20, Issue 5, pp 537-549. Ayoubi, Z. (2017). Research in science education in Lebanon:. Paper presented at the conference organized by entitled “المقالات المنشورة في الدوريات التربوية العربية في تعليم العلوم: مراجعة نقدية على ضوء الاتجاهات العالمية”. Amman, Jordan, July 6, 2017. www.shamaa.org. Bell, R. Blair L., Crawford, B., & Lederman N. (2003) Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. J Res Sci Teach 40:487–509. BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: the case of Lebanon, International Journal of Science Education. Volume 24, Issue 2, 139-155. Chiapetta, E., Fillman, D. & Sethna, G. (1991). Procedures for conducting content analysis of science textbooks. University of Houston, Department of Curriculum and Instruction, Houston. Chiappetta, E., & Koballa, T. R. Jr. (2004). Quizzing Students on the Myths of Science. The Science Teacher, p. 58-61. Chiapetta, E. L., & Koballa, T.R. Jr. (2010). Science instruction in the middle and secondary schools. Developing fundamental knowledge and skills for teaching. Upper Saddle River: Prentice Hall. Creswell, J.W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed). Thousands Oaks, CA: Sage. DeBoer G.E. (1991) A history of ideas in science education: implications for practice. Teachers College Press, New York. El Takach, S., Ayoubi, Z., & Rawas, M. (2018, March 2-3) Using drawings to investigate Lebanese in-service science teachers’ views about teaching and learning process: Proceedings of the 12th Multidisciplinary Academic Conference on Education (12th MAC 2018), Czech Technical University in Prague, pp. 96-111, https://www.academic-conferences.eu/ ISBN 978-80-88085-18-8. Finson, K. D, Beaver, J.B, & Cramond , B.L. (1995). Development and Field Test of a Checklist for the Draw-A-Scientist Test. School Science and Mathematics, v.95 (4), pp. 195-205. Johnson, J.R. (1999). The forum on early childhood science, mathematics, and technology education. In American Association for the Advancement of Science (AAAS).Dialogue on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: AAAS, pp. 14-25. Lederman, N.G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 26(9), 771-783. National Research Council (1996).National science education standards. Washington, DC: National Academy Press. Next Generation Science Standards (2013). Appendix H: Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards, NGSS Release, from https://nextgenscience.org.org. Organisation for Economic Cooperation and Development (2007). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Retrieved on 15 December 2015. Holbrook, J & Rannikmae, M. (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education, Vol. 4, No. 3, 275-288. Wells, S. (2015). Why Early Childhood Education is so Important. The Steven Spangler Science Website. Making Science Fun! Retrieved: 8.10.2015. Wilson, R (2008). Promoting the Development of Scientific Thinking. Early Childhood News. The Professional Resource for Teachers and for Parents. www. earlychildhoodnews.com . Retrieved: 8.10.2015. Yacoubian, H., Al-Khatib, L & Mardirossian, T. (2017). Analysis of the Image of Scientists Portrayed in the Lebanese National Science Textbooks. Sci & Educ (2017) 26:513–528, DOI 10.1007/s11191-017-9908-0 Yin, R. K. (2014). Case study research: Design and methods. Los Angeles, CA:Sage.
Birincil Dil en
Konular Sosyal
Bölüm Articles
Yazarlar

Yazar: Suzanne EL TAKACH

Tarihler

Yayımlanma Tarihi : 18 Ağustos 2018

Bibtex @araştırma makalesi { epess457749, journal = {The Eurasia Proceedings of Educational and Social Sciences}, issn = {}, eissn = {2587-1730}, address = {}, publisher = {ISRES Organizasyon Turizm Eğitim Danışmanlık Ltd. Şti.}, year = {2018}, volume = {9}, pages = {104 - 119}, doi = {}, title = {How Do Early Childhood Education Pre-service Teachers view Science and Scientists?}, key = {cite}, author = {El Takach, Suzanne} }
APA El Takach, S . (2018). How Do Early Childhood Education Pre-service Teachers view Science and Scientists? . The Eurasia Proceedings of Educational and Social Sciences , 9 , 104-119 . Retrieved from https://dergipark.org.tr/tr/pub/epess/issue/38900/457749
MLA El Takach, S . "How Do Early Childhood Education Pre-service Teachers view Science and Scientists?" . The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 104-119 <https://dergipark.org.tr/tr/pub/epess/issue/38900/457749>
Chicago El Takach, S . "How Do Early Childhood Education Pre-service Teachers view Science and Scientists?". The Eurasia Proceedings of Educational and Social Sciences 9 (2018 ): 104-119
RIS TY - JOUR T1 - How Do Early Childhood Education Pre-service Teachers view Science and Scientists? AU - Suzanne El Takach Y1 - 2018 PY - 2018 N1 - DO - T2 - The Eurasia Proceedings of Educational and Social Sciences JF - Journal JO - JOR SP - 104 EP - 119 VL - 9 IS - SN - -2587-1730 M3 - UR - Y2 - 2021 ER -
EndNote %0 The Eurasia Proceedings of Educational and Social Sciences How Do Early Childhood Education Pre-service Teachers view Science and Scientists? %A Suzanne El Takach %T How Do Early Childhood Education Pre-service Teachers view Science and Scientists? %D 2018 %J The Eurasia Proceedings of Educational and Social Sciences %P -2587-1730 %V 9 %N %R %U
ISNAD El Takach, Suzanne . "How Do Early Childhood Education Pre-service Teachers view Science and Scientists?". The Eurasia Proceedings of Educational and Social Sciences 9 / (Ağustos 2018): 104-119 .
AMA El Takach S . How Do Early Childhood Education Pre-service Teachers view Science and Scientists?. EPESS. 2018; 9: 104-119.
Vancouver El Takach S . How Do Early Childhood Education Pre-service Teachers view Science and Scientists?. The Eurasia Proceedings of Educational and Social Sciences. 2018; 9: 104-119.
IEEE S. El Takach , "How Do Early Childhood Education Pre-service Teachers view Science and Scientists?", The Eurasia Proceedings of Educational and Social Sciences, c. 9, ss. 104-119, Ağu. 2018