Merhaba Misafir

Teaching of the NOS in physics and chemistry education: Odds and evens

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In science education many researches and studies have demonstrated importance of nature of science (NOS) and they claimed that teaching of NOS is the ultimate goal of science education. Given importance has been emphasized to reflect on all components of science education from school environment to curriculum content. Besides, many researches embraces a view that beliefs of science teachers about NOS and epistemology of science have a direct effect on their instructional practices. Although numerous global and local (Turkey) attempts aim to teach a satisfactory level of understanding about NOS and pave epistemological beliefs in line with the modern philosophical approaches for both students and teachers, most of the researches, authentic or novel, have demonstrated unsatisfactory results. This study has two main goals. First aim is to reveal sophomore pre-service science teachers’ epistemological beliefs and views about the NOS . Secondly, evaluate the results in the lights of previous constructivist efforts that aims to transmit NOS views in line with consensus view. To reveal the views about the NOS, VOSTS test was used. 45 sophomore pre-service science teachers responded the test and the results were quantitatively analyzed. The results showed that eight of ten items were mostly responded in a positivist approach. Because the results of the questionnaire demonstrated that most of the participants have positivist views, it was questioned that why still the level of understanding of the NOS is not satisfactory. Additionally, results showed that participants, who had been educated by constructivist science curricula that has mainly supported consensus view of NOS teaching, showed weak level of understanding NOS. In a similar vein, possible reasons were proposed and discussed in the light of previous studies for inadequate level of understanding of the NOS. Results imply that teaching of the NOS seems far from being contextualized with daily life and science as a human enterprise.

Yayınlandığı Kaynak : Harran Maarif Dergisi
  • Yıl : 2019
  • DOI : 10.22596/2019.0401.65.85
  • Cilt : 4
  • Sayı : 1
  • eISSN : 2564-761X
  • Sayfa Aralığı : 65-85
  • IO Kayıt No : 98224
  • Yayıncı : Harran Üniversitesi Eğitim Fakültesi