Examining Classroom Teachers' Views on the Nature of Science
Sınıf Öğretmenlerinin Bilimin Doğasına Yönelik Görüşlerinin İncelenmesi
![](https://ojsdergi.com/ojsicons/gor.png)
![](https://ojsdergi.com/ojsicons/pdf.png)
DOI:
https://doi.org/10.5281/zenodo.13099292Keywords:
Nature of science, teachers, perceptionAbstract
The aim of this study is to examine the perceptions of teachers actively working in the Ministry of National Education in Bingöl province and its districts regarding the nature of science and to determine the significant differences, if any, between them. The universe of the study consists of teachers actively working in Bingöl province and its districts. The sample consists of 221 teachers working. Data were collected through a survey using the convenience sampling method. The “Nature of Science Survey” was used to determine the participants’ views on the nature of science. The participants’ attitudes towards the statements in the survey were examined with frequency distribution and percentage distribution for each question. In order to reveal whether there were differences according to the socio-demographic variables and the dimensions of the nature of science, firstly normality assumption analyses were applied and according to the results, whether there were differences with the socio-demographic variables or not was tested with the statistical tests independent T-test and ANOVA tests and the results were interpreted. It was found that the perceptions of the nature of science of the teachers working in Bingöl were above average. In addition, it was determined that there were differences in teachers' perceptions of the nature of science according to their gender, age, marital status, educational status and years of service. On the other hand, it was revealed that teachers' perceptions did not change with the education they received regarding the nature of science. In this sense, as a suggestion of the research; In order to develop teacher candidates' understanding of the nature of science (in university education), it can be tested for a longer period of time and with a larger sample and applied in different subject areas. In addition, since the dominant understanding of science today will allow teacher candidates to change/develop, it is suggested that the topics related to the nature of science and its components be integrated into argumentation activities and presented directly to teacher candidates.
References
Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 835- 855.
Aksöz, B. (2019). The efects of pre and in-service training on teachers’ understanding of the nature of science (Unpublished Masters thesis). . Bogazici University.
Allchin, D. (2014). From Science Studies to Scientific Literacy: A View from the Classroom. Science & Education, Online First.
Aslan, O., & Taşar, M. F. (2013). How do science teachers view and teach the nature of science? A classroom investigation. Eğitim ve Bilim, 65–80.
Bell, R., Abd-El-Khalick, F., Lederman, N. G., Mc Comas, W. F., & Matthews, M. (2001). The nature of science and science education: A bibliography. Science and Education, 187-204.
Bora, N. D. (2005). nvestigating science teachers' and high school students' views on the nature of science in Turkey. Ankara: Gazi University Institute of Educational Sciences.
Doğan, N. (2011). What went wrong? Literature students are more informed about the nature of science than science students. Eğitim Ve Bilim, 220–235.
Doğan, N., & Özcan, M. B. (2010). Influence of historical perspective approach on 7th grade students’ views about nature of science. Ahi Evran University Kırşehir Faculty of Education Journal, 187-208.
Erdoğan, M. N., & Köseoğlu, F. (2015). The teaching of the nature of science with an open-minded approach integrated into the subject of chemical equilibrium. Journal of Theory & Practice in Education (JTPE), 717-741.
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education: Sci entifc knowledge, practices and other family categories. . Springer.
Hacieminoğlu, E. (2014). In-service teachers’ perceptions regarding their practices related to integrating nature of science: Case study. Procedia - Social and Behavioral Sciences, 1268–1273.
Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: Investigating the diversity of scientifc methods in science teachers’ understanding. Science & Education, 345–364.
Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 422–447.
Kaya, E., Erduran, S., Akgün, S., & Aksöz, B. (2017). Öğretmen Eğitiminde Bilimin Doğası: Bütünsel Bir Yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 464-501.
Leden, L., Hansson, L., Redfors, A., & Ideland, M. (2015). Teachers’ ways of talking about nature of science and its teaching. Science & Education, 1141–1172.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 497–521.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of NOS questionnaire toward valid and meaningful assessment of learners’ conceptions of NOS. Journal of Research in Science Teaching, 497-521.
MEB. (2013). İlköğretim kurumları (ilk ve ortaokullar) fen dersleri (3., 4., 5., 6., 7. ve 8. sınıflar) fen bilimleri öğretim programı. Ankara: Milli Eğitim Bakanlığı.
Şener Çanlı, D. (2018). Bilimin doğası etkinliklerinin 7. sınıf öğrencilerinin bilime bakış açılarına etkisi (Kırşehir örneği). Yüksek Lisans Tezi. Kırşehir: Kırşehir Ahi Evran Üniversitesi, Fen Bilimleri Enstitüsü.
Şimşek, H., & Yıldırım, A. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics. Boston : Pearson.
Tümay, H., & Köseoğlu, F. (2010). Promoting pre-service chemistry teachers’ understanding of nature of science with argumentation focused activities in science. Journal of Gazi Education Faculty, 859-876.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Journal of Management and Educational Sciences
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.