Tracking the Footprints of Nature of Science in the Path of Learning How to teach it

Kader Bilican; Yasemin Ozdem-Yılmaz; Ceren Oztekin

doi:10.12973/eurasia.2014.1121a

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Kader Bilican ¹ ^* , Yasemin Ozdem-Yılmaz ², Ceren Oztekin ³

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¹ Ataturk University, TURKEY² Gaziosmanpasa University, TURKEY³ 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.

Keywords

Nature of science teaching
nature of science understanding
pre-service teacher education

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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

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

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

Publication date: 23 Dec 2014

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How to cite this article

APA

Bilican, K., Ozdem-Yılmaz, Y., & Oztekin, C. (2014). Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), 595-608. https://doi.org/10.12973/eurasia.2014.1121a

Vancouver

Bilican K, Ozdem-Yılmaz Y, Oztekin C. Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. EURASIA J Math Sci Tech Ed. 2014;10(6):595-608. https://doi.org/10.12973/eurasia.2014.1121a

AMA

Bilican K, Ozdem-Yılmaz Y, Oztekin C. Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. EURASIA J Math Sci Tech Ed. 2014;10(6), 595-608. https://doi.org/10.12973/eurasia.2014.1121a

Chicago

Bilican, Kader, Yasemin Ozdem-Yılmaz, and Ceren Oztekin. "Tracking the Footprints of Nature of Science in the Path of Learning How to teach it". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 6 (2014): 595-608. https://doi.org/10.12973/eurasia.2014.1121a

Harvard

Bilican, K., Ozdem-Yılmaz, Y., and Oztekin, C. (2014). Tracking the Footprints of Nature of Science in the Path of Learning How to teach it. Eurasia Journal of Mathematics, Science and Technology Education, 10(6), pp. 595-608. https://doi.org/10.12973/eurasia.2014.1121a

MLA

Bilican, Kader et al. "Tracking the Footprints of Nature of Science in the Path of Learning How to teach it". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 6, 2014, pp. 595-608. https://doi.org/10.12973/eurasia.2014.1121a