Öz
The aim of this qualitative study was to explore research assistants’ opinions to improve science perception at graduate programs. The research question includes the research assistants’ suggestions on the improvement of the quality of the graduate program regarding science perception. The sample for the present study contains 12 interviewees from four different institutes of Middle East Technical University. The interviewees are all PhD candidates at METU. The results were considered under the title of suggestions which could be realized by university administration and by personal efforts. In conclusion, based on literature review and the research assistants’ views it is suggested that history and philosophy of science course utilizing explicitly-reflective inquiry approach should be included curriculum of graduate programs
Anahtar Kelimeler
Nature of Science History and Philosophy of Science Course Science Perception.
Kaynakça
- Abd-El Khalick, F. (1998). The influence of history of science courses on students' conceptions of the nature of science. Unpublished doctoral dissertation.
- Oregon State University, Corvallis. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, (4), 417-436.
- Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers‘ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213.
- Clough, M. P. (2006) Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education 15(4): 465–494.
- Deniz, H. (2007). Exploring the components of conceptual ecology mediating the development of nature of science views. Unpublished doctoral dissertation.
- Indiana University, Bloomington. Fraenkel, J. R. & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill, Inc.
- Lederman, N. G. (1992). Students’ and Teachers’ Conception of the Nature of
- Science: A review of the Research. Journal of Research in Science Teaching, (4). Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
- Lederman, N. G. (1998). Teachers’ Understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
- McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of sciencein science education: An introduction. Science Education, 7, 511-532.
- Selvikavak, E. (2002). A qualitative assessment of the comptencies required to develop good quality educational multimedia software and the roles of multimedia software developers.Unpublished master’s thesis, Middle East Technical University, Turkey.
- Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Journal of Research in
- Science Teaching, 88(4), 610-645.
Öz
Kaynakça
- Abd-El Khalick, F. (1998). The influence of history of science courses on students' conceptions of the nature of science. Unpublished doctoral dissertation.
- Oregon State University, Corvallis. Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, (4), 417-436.
- Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers‘ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213.
- Clough, M. P. (2006) Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education 15(4): 465–494.
- Deniz, H. (2007). Exploring the components of conceptual ecology mediating the development of nature of science views. Unpublished doctoral dissertation.
- Indiana University, Bloomington. Fraenkel, J. R. & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). Boston, MA: McGraw Hill, Inc.
- Lederman, N. G. (1992). Students’ and Teachers’ Conception of the Nature of
- Science: A review of the Research. Journal of Research in Science Teaching, (4). Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
- Lederman, N. G. (1998). Teachers’ Understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916–929.
- McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of sciencein science education: An introduction. Science Education, 7, 511-532.
- Selvikavak, E. (2002). A qualitative assessment of the comptencies required to develop good quality educational multimedia software and the roles of multimedia software developers.Unpublished master’s thesis, Middle East Technical University, Turkey.
- Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Journal of Research in
- Science Teaching, 88(4), 610-645.
Ayrıntılar
| Diğer ID | JA37SG88JD |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Haziran 2012 |
| Gönderilme Tarihi | 1 Haziran 2012 |
| Yayımlandığı Sayı | Yıl 2012 Cilt: 4 Sayı: 1 |