RESEARCH PAPER
Tracking the Footprints of Nature of Science in the Path of Learning How to teach it
 
More details
Hide details
1
Ataturk University, TURKEY
2
Gaziosmanpasa University, TURKEY
3
Middle East Technical University, TURKEY
CORRESPONDING AUTHOR
Kader Bilican   

Elementary Science Education Department College of Education, Ataturk University/TURKEY
Publish date: 2014-12-23
 
EURASIA J. Math., Sci Tech. Ed 2014;10(6):595–608
KEYWORDS
TOPICS
ABSTRACT
The present article aimed at understanding those unvoiced biases pre-service teachers may have that conflicts with their integration of nature of science in their science lessons. Three senior pre-service science teachers' views on NOS with regard to their decision making on critical incidents and their reflections about how they contextualize science teaching were investigated in science method course. The findings indicated that, pre-service science teachers varied in reflective their nature of science understanding in different contexts related to their science teaching approach. Therefore, current study suggested that efforts to improve science teachers' nature of science views and practice need to consider science teachers' unvoiced biases such as their approach towards science teaching and their decision making related to science teaching.
 
REFERENCES (54)
1.
Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. In Second international handbook of science education (pp. 1041-1060). Springer Netherlands.
 
2.
Abd-El-Khalick, F., Bell, R. L. & Lederman, N. G. 1998. The nature of science and instructional practice: making the unnatural nature. Science Education, 82(4): 417–437.
 
3.
Akerson, V. L., & Abd‐El‐Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth‐grade teacher. Journal of Research in Science Teaching, 40(10), 1025-1049.
 
4.
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2008). Early childhood teachers' views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748-770.
 
5.
Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113.
 
6.
Akerson, V. L., & Donnelly, L. A. (2008). Relationships among learner characteristics and pre-service elementary teachers‟ views of nature of science. Journal of Elementary Science Education, 20(1), 45-58.
 
7.
Akerson, V. L., Donnelly, L. A., Riggs, M. L., & Eastwood, J. L. (2012). Developing a Community of Practice to Support Pre-service Elementary Teachers‟ Nature of Science Instruction. International Journal of Science Education, 34(9), 1371-1392.
 
8.
Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653-680.
 
9.
Akerson, V. L., & Volrich, M. L. (2006). Teaching nature of science explicitly in a first‐grade internship setting. Journal of Research in Science Teaching, 43(4), 377-394.
 
10.
American Association for the Advancement of Science (AAAS). (1990). Science for all Americans. New York: Oxford University Press.
 
11.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of teacher education, 41(3), 53-62.
 
12.
Bell, R. L., & Lederman, N. G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science education, 87(3), 352-377.
 
13.
Bell, R. L., Matkins, J. J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on pre-service elementary teachers' understandings of the nature of science. Journal of Research in Science Teaching, 48(4), 414-436.
 
14.
Bilican, K., Tekkaya, C., & Cakiroglu, J. (2012). Pre-service science teachers‟ instructional planning for teaching nature of science: a multiple case study, Procedia - Social and Behavioral Sciences, 31, 468-472.
 
15.
Cakmakci, G. (2012). Promoting Pre-service Teachers‟ Ideas about Nature of Science through Educational Research Apprenticeship. Australian Journal of Teacher Education, 37(2), 8.
 
16.
Clough, M. P. (2006). Learners‟ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494.
 
17.
Clough, M. P., & Olson, J. K. (2012). Impact of a Nature of Science and Science Education Course on Teachers‟ Nature of Science Classroom Practices. In Advances in Nature of Science Research (pp. 247-266). Springer Netherlands.
 
18.
Cobern, W., & Loving, C., (2000). The card exchange: Introducing the philosophy of science. In McComas, W. (Eds): The nature of science in science education rationales and strategies. Dordrecht: Kluwer, 73-82.
 
19.
Collins, A. (2002). National Centre for Mathematics and Science in the Wisconsin Centre for Education Research at the University of Wisconsin-Madison. Sequencing events. Available at: http://ncisla.wceruw.org/muse/.... Accessed 14 May, 2008.
 
20.
Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students‟ and science teachers‟ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45, 1083–1112.
 
21.
Guerra-Ramos, M. T. (2012). Teachers‟ ideas about the nature of science: A critical analysis of research approaches and their contribution to pedagogical practice. Science & Education, 21(5), 631-655.
 
22.
Hanuscin, D. L. (2013). Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher‟s Journey. Journal of Science Teacher Education, 1-24.
 
23.
Hanuscin, D. L., Akerson, V. L., & Phillipson‐Mower, T. (2006). Integrating nature of science instruction into a physical science content course for pre-service elementary teachers: NOS views of teaching assistants. Science Education, 90(5), 912-935.
 
24.
Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2011). Elementary teachers' pedagogical content knowledge for teaching the nature of science. Science Education, 95(1), 145-167.
 
25.
Irez, S. (2006). Are we prepared? An assessment of pre-service science teacher educators' beliefs about nature of science. Science Education, 90(6), 1113-1143.
 
26.
Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422-447.
 
27.
Kaya, S. (2012). An Examination of elementary and early childhood pre-service teachers‟ nature of science views. Procedia-Social and Behavioral Sciences, 46, 581-585.
 
28.
Kim, S. Y., & Irving, K. E. (2010). History of science as an instructional context: Student learning in genetics and nature of science. Science & Education, 19(2), 187-215.
 
29.
Koballa, T., Graber, W., Coleeman, D. C., & Kemp, A. C., ( 2000). Prospective gymnasium teachers' conceptions of chemistry learning and teaching. International Journal of Science Education, 22(2): 209–224.
 
30.
Lederman, N. G. (1992). Students‟ and teachers‟ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.
 
31.
Lederman, N. G. (1999). 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.
 
32.
Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. The nature of science in science education: Rationales and strategies, 83-126.
 
33.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners‟ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497–521.
 
34.
Lederman, N. G., Wade, P. D., & Bell, R. L. (1998). Assessing the nature of science: what is the nature of our assessments? Science & Education, 7(6), 595-615.
 
35.
Mellado, V., Bermejo, M. L., Blanco, L. J., & Ruiz, C. (2008). The classroom practice of a prospective secondary biology teacher and his conceptions of the nature of science and of teaching and learning science. International Journal of Science and Mathematics Education, 6(1), 37-62.
 
36.
McComas, W. F., Ed. (1998). The nature of science in science education – rationales and strategies. Dordrecht, the Netherlands: Kluwer Academic Publishers.
 
37.
Ministry of National Education in Turkey (MoNE) (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı. Ankara.
 
38.
Nott, M., & Wellington, J. (1996). Probing teachers‟ views of the nature of science: How should we do it and where should we be looking. Research in science education in Europe, 283-295.
 
39.
Nott, M., & Wellington, J. (1995). Critical Incidents in the Science Classroom and the Nature of Science. School Science Review, 76(276), 41-46.
 
40.
Nott, M., & Wellington, J. (1998). Eliciting, interpreting and developing teachers' understandings of the nature of science. Science & Education, 7(6), 579-594.
 
41.
Ozgelen, S., Hanuscin, D. L., & Yılmaz-Tuzun, O. (2012). Pre-service Elementary Science Teachers‟ Connections among Aspects of NOS: Toward a Consistent, Overarching Framework. Journal of Science Teacher Education, 1-21.
 
42.
Ozgelen, S., Yilmaz-Tuzun, O., & Hanuscin, D. L. (2012). Exploring the Development of Pre-service Science Teachers‟ Views on the Nature of Science in Inquiry-Based Laboratory Instruction. Research in Science Education, 1-20.
 
43.
Quigley, C., Pongsanon, K., & Akerson, V. L. (2011). If we teach them, they can learn: Young students‟ views of nature of science during an informal science education program. Journal of Science Teacher Education, 22(2), 129-149.
 
44.
Pajares, M. F. (1992) Teachers‟ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62 (3), 307–332.
 
45.
Robinson, J. T. (1965). Science teaching and the nature of science. Journal of Research in Science Teaching, 3, 37–50.
 
46.
Sarieddine, D., & BouJaoude, S. (2014). Influence of Teachers‟ Conceptions of the Nature of Science on Classroom Practice. Eurasia Journal of Mathematics, Science & Technology Education, 10(2), 135-151.
 
47.
Shah, M. Z. (2009). Exploring the conceptions of a science teacher from Karachi about the nature of science. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 305-315.
 
48.
Tasar, M. F. (2007). Reflection and Remarks on the Conversation “The Past, Present and Future of the Nature of Science Research” with Norman Lederman. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 383-386.
 
49.
Thomas, J. A., Pedersen, J. E., & Finson, K. (2001). Validating the draw-a-science teacher-test checklist (DASTTC): Exploring mental models and teacher beliefs. Journal of Science Teacher Education, 12(3), 295-310.
 
50.
Tsai, C. C. (2002). Nested epistemologies: science teachers' beliefs of teaching, learning and science. International journal of science education, 24(8), 771-783.
 
51.
Tsai, C. C. (2007). Teachers' scientific epistemological views: The coherence with instruction and students' views***. Science Education, 91(2), 222-243.
 
52.
Waters‐Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers‟ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919-944.
 
53.
Wilson, L. (1954). A study of opinions related to the nature of science and its purpose in society. Science Education, 38, 159–164.
 
54.
Yacoubian, H. A., & BouJaoude, S. (2010). The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science. Journal of Research in Science Teaching, 47(10), 1229-1252.
 
eISSN:1305-8223
ISSN:1305-8215