Understanding levels of prospective science teachers on the nature of science

Basit Öğe Kaydı
dc.authorid0000-0002-9985-4203en_US
dc.contributor.authorYaman, Süleyman
dc.contributor.authorNuhoğlu, Hasret
dc.date.accessioned2024-07-12T20:39:12Z
dc.date.available2024-07-12T20:39:12Z
dc.date.issued2010en_US
dc.departmentFakülteler, Eğitim Fakültesi, Özel Eğitim Öğretmenliği Bölümüen_US
dc.description.abstractThe aim of this study is to determine whether the understandings levels of prospective science teachers on the nature of science are dependent on differences in grade level and gender. This study utilizes VOSTS scale, which was developed by Aikenhead and Ryan, and adapted by Chan in order to determine viewpoints of prospective teachers on the nature of science. Eighteen multiple-choice questions from this scale were translated and adapted into Turkish from English by researchers, who also conducted a preliminary work on the validity and reliability of the scale. The adapted scale was applied to 80 prospective science teachers, who were not included in the sample of this study and the reliability coefficient of the scale was found to be 0.81. Then the scale is applied to 201 prospective teachers who are enrolled in the science education program. The statistical analysis of the results demonstrated that while views of the prospective science teachers on nature of science are not significantly correlated with differences in grade level and gender, there were significant variations among these views. In this study, it was determined that prospective teachers had certain misconceptions on nature of science with respect to specific issues including hierarchical relationships between concepts of hypothesis, theory, law, and universal scientific method; that they relied predominantly on positivist paradigm; and that they espoused the traditional approach to science in understanding and interpreting nature of science.en_US
dc.identifier.citationYaman, S. ve Nuhoğlu, H. (2010). Understanding levels of prospective science teachers on the nature of science. Moment Publications. 2(2), 95-109.en_US
dc.identifier.endpage109en_US
dc.identifier.issue2en_US
dc.identifier.startpage95en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12415/1146
dc.identifier.volume2en_US
dc.language.isoenen_US
dc.publisherMoment Publicationsen_US
dc.relation.ispartofEurasian Journal of Physics and Chemistry Educationen_US
dc.relation.publicationcategoryUluslararası Hakemli Dergide Makale - Kurum Öğretim Elemanıen_US
dc.rightsCC0 1.0 Universal*
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/*
dc.snmzKY00830
dc.subjectScience educationen_US
dc.subjectThe nature of scienceen_US
dc.subjectScientific literacyen_US
dc.subjectSkills of scientific processingen_US
dc.titleUnderstanding levels of prospective science teachers on the nature of scienceen_US
dc.typeArticle
dspace.entity.typePublication

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