The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers’ Views of Nature of Science

Abstract

This study aims to explore the influence of nature of science (NOS) activities based on explicitreflective and historical approach on preservice elementary teachers’ views of NOS aspects. Mixedmethod approach including both qualitative and quantitative methods was used. The sample consisted of 83 preservice elementary teachers of a public university. Activities in experimental group were prepared as per explicit-reflective approach, whereas per historical approach in the other group. Views of NOS questionnaire was applied both as a pretest and posttest to explore students’ views about NOS aspects. During a 3-week application, worksheets were used and we benefited from observation checklists to control potential threats to internal validity. While content analysis method was used in qualitative analysis; frequency, percentage, Wilcoxon sign and Mann-Whitney tests were facilitated in quantitative part. Results indicated that students who experienced explicit-reflective instruction made statistically significant gains in their views of NOS aspects and accordingly some implications were presented

Keywords

• Nature of science, explicit-reflective approach, historical approach, preservice teachers