Tracking the Footprints of Nature of Science in the Path of Learning How to teach it
Kader Bilican 1 * , Yasemin Ozdem-Yılmaz 2, Ceren Oztekin 3
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1 Ataturk University, TURKEY
2 Gaziosmanpasa University, TURKEY
3 Middle East Technical University, TURKEY
* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2014.1121a

EURASIA J Math Sci Tech Ed, 2014 - Volume 10 Issue 6, pp. 595-608

Publication date: 23 Dec 2014

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Article Downloads: 339

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