Examining Classroom Teachers' Views on the Nature of Science
Sınıf Öğretmenlerinin Bilimin Doğasına Yönelik Görüşlerinin İncelenmesi
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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.
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