Difficult topics in the nature of science: An alternative explicit/reflective program for pre-service science teachers
Giresun University, Turkey
This study aimed to examine the development of pre-service science teachers' views of the targeted nature of science (NOS) aspects, which are considered more difficult to develop than other aspects. This study was grounded by conceptual change and experiential learning theory. A multiple comparative case study approach was used to explore seventeen pre-service science teachers' views of the targeted NOS aspects through explicit/reflective instruction. This study was carried out within the scope of a science method course allocated three hours per week. Data were collected by using an open-ended questionnaire, follow-up interviews, classroom observations, and reflection essays. Analysis shows the pre-service science teachers had generally naïve and transitional views at the beginning of the study. After intensive NOS instruction focusing specifically on tentativeness, theory/law, and socio-cultural embeddedness of scientific knowledge, the students dramatically developed their views and attained informed understandings in all three NOS aspects. They mostly emphasised the importance of the whole six weeks of NOS instruction including contextualised activities, readings, classroom discussions, lesson plan preparing and presenting, and informal school trips.
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|Author: Dr Günkut Mesci is working as a research associate in the Mathematics and Science Education Department, Giresun University, Turkey. He obtained his masters degree in 2012 and his doctoral degree in 2016 at Western Michigan University, USA. His research includes teacher development programs, nature of science, and the development and measurement of teachers' pedagogical conten knowledge (PCK).|
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Orcid ID: https://orcid.org/0000-0003-0319-5993
Please cite as: Mesci, G. (2020). Difficult topics in the nature of science: An alternative explicit/reflective program for pre-service science teachers. Issues in Educational Research, 30(4), 1355-1374. http://www.iier.org.au/iier30/mesci.pdf