GÖKSU, Volkan Kafkas Üniversitesi - Eğitim Fakültesi, Turkey , ASLAN, Oktay Necmettin Erbakan Üniversitesi - Ahmet Keleşoğlu Eğitim Fakültesi, Turkey , ÖZEL, Murat Niğde Üniversitesi - Eğitim Fakültesi, Turkey , ŞENEL ZOR, Tuba Necmettin Erbakan Üniversitesi - Eğitim Bilimleri Enstitüsü, Turkey

IMPACT OF EXPLICIT-REFLECTIVE AND HISTORY BASED INSTRUCTION ON PRESERVICE SCIENCE TEACHERS UNDERSTANDING OF NATURE OF SCIENCE

40359

The purpose of this study was to investigate the impact of explicit-reflective and history based instruction on preservice science teachers’ (PSTs) understanding of nature of science (NOS). Pre and post- test experimental design was used. A total of 62 preservice science teachers, enrolled in a public university in Turkey, were participants of this study. To assess PSTs’ understandings of NOS, 17 items which were purposefully selected from the Views on Science- Technology-Society (VOSTS) Questionnaire were used. Activities in the experimental group were conducted based on explicit-reflective and historybased instruction for teaching NOS and implemented throughout ten weeks. The items selected from the VOSTS Questionnaire were administered as pre-post-test. Results showed that explicit-reflective and history based instruction positively impacted PSTs’ understandings of NOS. In particular, PSTs’ views of nature of observations, scientific models, hypothesis, theories, laws, and epistemological status of scientific knowledge changed from naive to realistic. Based on obtained findings, implications for teaching of NOS are made.

313

Nature of Science , Explicit , Reflective Instruction , History Based Instruction , Preservice Science Teachers

Mustafa Kemal University Journal Of Graduate School Of Social Sciences

327