Research Article
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Year 2022, Volume: 4 Issue: 2, 163 - 180, 31.12.2022
https://doi.org/10.51535/tell.1190960

Abstract

References

  • Abd‐El‐Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810.
  • Abd‐El‐Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436.
  • Akerson, V. L., Abd‐El‐Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity‐based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(4), 295-317.
  • Akerson, V. L., Avsar Erumit, B., & Elcan Kaynak, N. (2019). Teaching nature of science through children’s literature: An early childhood preservice teacher study. International Journal of Science Education, 41(18), 2765-2787.
  • Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20(5), 537-549.
  • Arı, Ü. (2010). Fen bilgisi öğretmen adaylarının ve sınıf öğretmen adaylarının bilimin doğası hakkındaki görüşlerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.
  • Aslan, O. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri ve bu görüşlerin sınıf uygulamalarına yansımaları (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Baykara, H., & Yakar, Z. (2020). Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192.
  • Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
  • Doğan Bora, N. (2005). Türkiye genelinde ortaöğretim fen branşı öğretmen ve öğrencilerinin bilimin doğası üzerine görüşlerinin araştırılması (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Doğan N., Çakıroğlu J., Çavuş S., Bilican K. ve Arslan O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi; Hizmet içi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 127-139.
  • Doğan, N., & Özcan, M. B. (2010). Tarihsel yaklaşımın 7. sınıf öğrencilerinin bilimin doğası hakkındaki görüşlerinin geliştirmesine etkisi. Journal of Kirsehir Education Faculty, 11(4).
  • Dorji, K., Jatsho, S., Choden, P., & Tshering, P. (2022). Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1-18.
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
  • Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları: Nicel, nitel ve karma yaklaşımlar. (Çev. Ed. S.B. DEMİR). Ankara: Eğiten Kitap.
  • 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.
  • Korkmaz, Ö., Altun, H., Usta, E., & Özkaya, A. (2014). The effect of activities in robotic applications on students' perception on the nature of science and students' metaphors related to the concept of robot. Online Submission International Journal on New Trends in Education and Their Implications, 5(2), 44-62.
  • Küçük, M. (2006). Bilimin doğasını ilköğretim 7. sınıf öğrencilerine öğretmeye yönelik bir çalışma. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
  • Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, directed, guided, and opened-ended levels. National geographic science: Best practices and research base, 8, 20.
  • Lederman, N. (2007). Nature of science: Past, present, future. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lederman, N. G., & Lederman, J. S. (2004). Revising instruction to teach nature of science. The Science Teacher, 71(9), 36.
  • Lederman, N. G., & Lederman, J. S. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In Second international handbook of science education (pp. 335-359). Springer, Dordrecht.
  • Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In Handbook of research on science education, volume II (pp. 614-634). Routledge.
  • Lederman, N. G., Bartos, S. A., & Lederman, J. S. (2014). The development, use, and interpretation of nature of science assessments. International handbook of research in history, philosophy and science teaching, 971-997.
  • Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3).
  • McComas, W. F. (1998). The nature of science in science education: Rationales and Strategies. Kluwer Academic Publishers. Mesci, G. (2016). Preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry: A successful case study. Doctoral Dissertation.
  • Mesci, G., Çavuş-Güngören, S., & Yesildag-Hasancebi, F. (2020). Investigating the development of pre-service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50-69.
  • Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı, MEB (2006). Okul Öncesi Eğitim Programı (36-72 Aylık Çocuklar İçin), Ankara.
  • Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı, MEB (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı,Ankara: Devlet Kitapları Müdürlüğü.
  • Olgan, R., Alpaslan, Z. G., & Öztekin, C. (2014). Okul öncesi öğretmen adaylarının fen öğretimine yönelik sonuç beklentisi inançlarını etkileyen faktörler. Eğitim ve Bilim, 39(173).
  • Öztaş, F. (2019). Sınıf öğretmeni adaylarının bilimsel okur-yazarlık düzeyleri ve bilimin doğası hakkındaki görüşlerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Kahramanmaraş Sütçü İmam Üniversitesi, Kahramanmaraş.
  • Ryan, A. G. & Aikenhead, G. S. (1992). Students’ Preconceptions about the Epistemology of Science, Science Education, 76, 559-580.
  • Schwartz, R. S., & Lederman, N. G. (2002). “It's the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(3), 205-236.
  • Tanık-Önal, N. & Saylan-Kırmızıgül, A. (2021). Investigation of the preservice teachers’ science-pseudoscience distinction and epistemological beliefs. Journal of Pedagogical Research, 5(3), 55-67. https://doi.org/10.33902/JPR.2021370582
  • WEF (2020). World Economic Form "The Future of Jobs report” Retrieved from https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf

Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study

Year 2022, Volume: 4 Issue: 2, 163 - 180, 31.12.2022
https://doi.org/10.51535/tell.1190960

Abstract

The purpose of this study is to examine pre-service pre-school teachers’ understanding of the nature of science. In this study, phenomenology design, one of the qualitative research methods, was used. A total of 36 pre-service pre-school teachers who were studying in the fourth grade of a university in Turkey in the Preschool Teaching Department of the Faculty of Education in the 2020-2021 spring semester participated in the research. A questionnaire consisting of ten open-ended questions was used in the study. The data were analyzed by content analysis. As a result of this research, it was observed that pre-service pre-school teachers mostly did not have sufficient views on the examined dimensions of the nature of science and they had misconceptions. Based on the results of the research, it can be suggested that postgraduate education, in-service training and workshops focused on the nature of science will be beneficial for teachers and pre-service teachers. In addition, it may be suggested to improve the courses on the nature of science and scientific inquiry and/or add such courses to the undergraduate program. It can be suggested that the courses on the nature of science should be given not only at the undergraduate level, but also in other teaching levels in accordance with the grade level.

References

  • Abd‐El‐Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education, 88(5), 785-810.
  • Abd‐El‐Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436.
  • Akerson, V. L., Abd‐El‐Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity‐based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(4), 295-317.
  • Akerson, V. L., Avsar Erumit, B., & Elcan Kaynak, N. (2019). Teaching nature of science through children’s literature: An early childhood preservice teacher study. International Journal of Science Education, 41(18), 2765-2787.
  • Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20(5), 537-549.
  • Arı, Ü. (2010). Fen bilgisi öğretmen adaylarının ve sınıf öğretmen adaylarının bilimin doğası hakkındaki görüşlerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Fırat Üniversitesi, Elazığ.
  • Aslan, O. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri ve bu görüşlerin sınıf uygulamalarına yansımaları (Yayınlanmamış doktora tezi). Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Baykara, H., & Yakar, Z. (2020). Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192.
  • Creswell, J. W. (2008). Educational research planning, conducting and evaluating quantitative and qualitative research. International Pearson Merril Prentice Hall.
  • Doğan Bora, N. (2005). Türkiye genelinde ortaöğretim fen branşı öğretmen ve öğrencilerinin bilimin doğası üzerine görüşlerinin araştırılması (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Doğan N., Çakıroğlu J., Çavuş S., Bilican K. ve Arslan O. (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi; Hizmet içi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 127-139.
  • Doğan, N., & Özcan, M. B. (2010). Tarihsel yaklaşımın 7. sınıf öğrencilerinin bilimin doğası hakkındaki görüşlerinin geliştirmesine etkisi. Journal of Kirsehir Education Faculty, 11(4).
  • Dorji, K., Jatsho, S., Choden, P., & Tshering, P. (2022). Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study. Disciplinary and Interdisciplinary Science Education Research, 4(1), 1-18.
  • French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149.
  • Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları: Nicel, nitel ve karma yaklaşımlar. (Çev. Ed. S.B. DEMİR). Ankara: Eğiten Kitap.
  • 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.
  • Korkmaz, Ö., Altun, H., Usta, E., & Özkaya, A. (2014). The effect of activities in robotic applications on students' perception on the nature of science and students' metaphors related to the concept of robot. Online Submission International Journal on New Trends in Education and Their Implications, 5(2), 44-62.
  • Küçük, M. (2006). Bilimin doğasını ilköğretim 7. sınıf öğrencilerine öğretmeye yönelik bir çalışma. Yayımlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
  • Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, directed, guided, and opened-ended levels. National geographic science: Best practices and research base, 8, 20.
  • Lederman, N. (2007). Nature of science: Past, present, future. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lederman, N. G., & Lederman, J. S. (2004). Revising instruction to teach nature of science. The Science Teacher, 71(9), 36.
  • Lederman, N. G., & Lederman, J. S. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In Second international handbook of science education (pp. 335-359). Springer, Dordrecht.
  • Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In Handbook of research on science education, volume II (pp. 614-634). Routledge.
  • Lederman, N. G., Bartos, S. A., & Lederman, J. S. (2014). The development, use, and interpretation of nature of science assessments. International handbook of research in history, philosophy and science teaching, 971-997.
  • Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3).
  • McComas, W. F. (1998). The nature of science in science education: Rationales and Strategies. Kluwer Academic Publishers. Mesci, G. (2016). Preservice science teachers’ pedagogical content knowledge for nature of science and nature of scientific inquiry: A successful case study. Doctoral Dissertation.
  • Mesci, G., Çavuş-Güngören, S., & Yesildag-Hasancebi, F. (2020). Investigating the development of pre-service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50-69.
  • Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı, MEB (2006). Okul Öncesi Eğitim Programı (36-72 Aylık Çocuklar İçin), Ankara.
  • Milli Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı, MEB (2013). İlköğretim Kurumları Fen Bilimleri Dersi (3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı,Ankara: Devlet Kitapları Müdürlüğü.
  • Olgan, R., Alpaslan, Z. G., & Öztekin, C. (2014). Okul öncesi öğretmen adaylarının fen öğretimine yönelik sonuç beklentisi inançlarını etkileyen faktörler. Eğitim ve Bilim, 39(173).
  • Öztaş, F. (2019). Sınıf öğretmeni adaylarının bilimsel okur-yazarlık düzeyleri ve bilimin doğası hakkındaki görüşlerinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi. Kahramanmaraş Sütçü İmam Üniversitesi, Kahramanmaraş.
  • Ryan, A. G. & Aikenhead, G. S. (1992). Students’ Preconceptions about the Epistemology of Science, Science Education, 76, 559-580.
  • Schwartz, R. S., & Lederman, N. G. (2002). “It's the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(3), 205-236.
  • Tanık-Önal, N. & Saylan-Kırmızıgül, A. (2021). Investigation of the preservice teachers’ science-pseudoscience distinction and epistemological beliefs. Journal of Pedagogical Research, 5(3), 55-67. https://doi.org/10.33902/JPR.2021370582
  • WEF (2020). World Economic Form "The Future of Jobs report” Retrieved from https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
There are 35 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nagihan Tanık Önal 0000-0002-5926-521X

Arzu Sönmez Eryaşar 0000-0003-2500-8124

Publication Date December 31, 2022
Acceptance Date November 11, 2022
Published in Issue Year 2022 Volume: 4 Issue: 2

Cite

APA Tanık Önal, N., & Sönmez Eryaşar, A. (2022). Exploring pre-service pre-school teachers’ perceptions of the nature of science: A qualitative study. Journal of Teacher Education and Lifelong Learning, 4(2), 163-180. https://doi.org/10.51535/tell.1190960

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