Prospective Pre-School Teachers’ Views on the Nature of Science and Scientific Inquiry
pp. 74-87 | Published Online: December 2017 | DOI: 10.22521/unibulletin.2017.62.6
Selcuk Aydemir, Mustafa Ugras, Oznur Cambay, Aygun Kilic
This research has examined prospective preschool teachers’ views on the nature of science and scientific inquiry. The research was conducted with 54 prospective preschool teachers. Two data collection tools were employed: “Views on Nature of Science” (VNOS-C) to determine prospective pre-school teachers’ views on the nature of science and “Views about Scientific Inquiry Questionnaire” (VASI) (Lederman et al., 2014) to explore their opinions about scientific inquiry, and individualized semi-structured interviews were administered to each participant in order to determine the conceptual meanings of the prospective teachers related to the nature of science and scientific inquiry. Research findings revealed that prospective preschool teachers have inadequate views and conceptual errors with regards the nature of science and scientific inquiry. Additionally, a statistically significant difference was identified between prospective preschool teachers’ views in terms of nature of science and scientific inquiry (r=.795, p<.05).
Keywords: nature of science, scientific inquiry, prospective pre-school teachersReferences
Abbeduto, L., & Beth, P. (2002). Preschool, Child Development, N. L. Salkind (Ed.), New York: Thompson, p.: 333-336.
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. (2004). Designing a science methods course for early childhood preservice teachers. Journal of Elementary Science Education, 16(2), 19-32.
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2010). On the nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213-233.
American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science [AAAS]. (1990). Science for All Americans. New York: Oxford University Press.
American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
Aydemir, S. (2012). The effect of blended learning on pre-service science teachers views about nature of science and scientific inquiry (Unpublished Master’s thesis). Firat University, Institute of Educational Sciences, Elazig.
Aydemir, S. (2016). Exploring the pre-service and in-service science teachers’ views on nature of science and scientific inquiry and classroom practices (Unpublished Doctoral dissertation). Firat University, Institute of Educational Sciences, Elazig.
Bayir, E., & Gunsen, G. (2014, September). Preschool Teacher Candidates’ Examination of Opinions about the Nature of Science by Mind Map. Paper presented at the XI. National Science and Maths Education Congress, Adana, Turkey.
Bell, R. L. (2007). Teaching the Nature of Science through Process Skills: Activities for Grades 3–8. New York: Allyn & Bacon/Longman.
Bell, R. L., Lederman, N. G., & Abd-El Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science. Journal of Research in Science Teaching, 37(6), 563-581.
Bybee, R. W. (2000). Teaching science as inquiry. In J. Minstrell & E. Van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20-46). Washington, DC: American Association for the Advancement of Science.
Capps, D. K., & Crawford, B. A. (2013). Inquiry-Based Instruction and Teaching About Nature of Science: Are They Happening? Journal of Science Teacher Education, 24(3), 497-526.
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic reasoning in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218.
DeBoer, G. E. (2000). Scientific Literacy: Another Look at Its Historical and Contemporary Meanings and Its Relationship to science Education Reform. Journal of Research in Science Teaching, 37(6), 582-601.
Dunbar, K. (2001). What scientific thinking reveals about the nature of cognition. In K. Crowley, C. Shunn, & T. Okada (Eds.), Designing for science: Implications from everyday classroom and professional settings. Mahwah, NJ: Lawrence Erlbaum.
European Parliament. (2014). European Parliament Resolution of 15 April 2014 on New Technologies and Open Educational Resources (2013/2182(INI)). Retrieved from http://www.europarl.europa.eu/sides/getDoc.do?type=TA&reference=P7-TA-2014-0395&language=EN.
Flick, L. B., & Lederman, N. G. (2004). Scientific Inquiry and Nature of Science; implication for Teaching, Learning and Teacher Education. Boston: Kluwer Academic Publishers.
Gess-Newsome, J. (2002). The Use and Impact of Explicit Instruction about the Nature of Science and Science Inquiry in and Elementary Science Methods Course. Science & Education, 11(1), 55-67.
Hanuscin, D. L., Lee, M. H., & Akerson, V. L. (2010). Elementary Teachers’ Pedagogical Content Knowledge for Teaching the Nature of Science. Science and Education, 95(1), 145-167.
Johnson, R. B. (2001). Toward a new classification of nonexperimental quantitative research. Educational Researcher, 30(2), 3-13.
Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Kaya, 2010. Investigating and developing Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge and Classroom Teaching Practices (Unpublished project proposal). Ankara, TUBITAK (Turkish National Scientific Foundation), Social and Humanities Research Group Project 1001.
Knorr-Cetina, K. (1999). Epistemic cultures: How the sciences make knowledge. Cambridge, MA: Harvard University Press.
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. A., Antink Meyer, A., & Schwartz, R. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331-359.
Lederman, N. G. (1998). The state of science education: Subject matter without context. Electronic Journal of Science Education, 3(2).
Lederman, N. G. (2007). Nature of Science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. 831-880). London: Lawrence Erlbaum Associates.
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, 39(6), 497-521.
McComas, W. F., Clough, M. P., & Almazroa, H. (1998). A review of the role and character of the nature of science in science education. In W. F. McComas (Ed.), Nature of science in science education: rationales and strategies (pp. 3-39). Dordrecht, Netherlands: Kluwer Academic Publishers.
McComas, W., Clough, M. P., & Almazroa, H. (2000). The role and character of the nature of science. In W. F. McComas (Ed.), The nature of science in science education. Rationales and Strategies (pp. 3-39). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Millî Egitim Bakanligi. (2009). Ogretmen Yeterlikleri: Ogretmenlik Meslegi Genel ve Ozel Alan Yeterlikleri (1st ed.). Ogretmen Yetistirme ve Egitimi Genel Mudurlugu, Millî Egitim Bakanligi. Ankara: Devlet Kitaplari.
National Research Council [NRC]. (1996). National Science Education Standards. Washington D.C.: National Academy Press.
National Research Council [NRC]. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Olgan, R., Guner-Alpaslan, Z., & Oztekin, C. (2014). Factors affecting the beliefs of pre-school teachers about expectation of science teaching. Education and Science, 39(173), 288-300.
Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R., & Duschl, R. (2003). What ‘ideas-about-science’ should be taught in school science? A Delphi Study of the ‘Expert’ Community. Journal of Research in Science Teaching, 40(7), 692-720.
Ozden, Y. (2003). Learning and teaching. Ankara: Pegem A Publishing.
Schwartz, R., & Lederman, N. (2007). What Scientists Say: Scientists’ Views of Nature of Science and Relation to Science Context. International Journal of Science Education, 30(6), 727-771. Retrieved from https://www.researchgate.net/publication/234560763_What_Scientists_Say_Scientists%27
Schwartz, R. S., Akom, G., Skjold, B., Hong, H. H., Kagumba, R., & Huang, F. (2007, April). A change in perspective: Science education graduate students’ reflections on learning about NOS. Paper presented at the international meeting of the National Association for Research in Science Teaching, New Orleans.
Schwartz, R. S., Lederman, N., & Lederman, N. (2008, March-April). An Instrument to Assess Views of Scientific Inquiry: The VOSI Questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching. Baltimore, MD.
Schwartz, R. S., Lederman, N. G., & Thompson, R. (2001, March). Grade nine students’ views of nature of science and scientific inquiry: The effects of an inquiry-enthusiast’s approach to teaching science as inquiry. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO.
Senel, T., & Aslan, O. (2014). The Metaphoric Perceptions of Preservice Early Childhood Teachers Conceptions on Science and Scientist. Mersin University Journal of the Faculty of Education, 10(2), 76-95.
Senemoglu, N. (2003). Gelisim Ogrenme ve Ogretim. Ankara: Gazi Üniversitesi.
Turgut, H., Es, H., Bozkurt Altan, E., & Ozturk Geren, N. (2016). Pre-service pre-school teachers’ perceptions of science and pseudo-science. International Online Journal of Educational Sciences, 8(1), 150-169.
Turk Egitim Dernegi [TED]. (2009). Ogretmen Yeterlikleri (Teacher Proficiency). Retrieved from: http://portal.ted.org.tr/yayinlar/Ogretmen_Yeterlik_Kitap_Ozet_rapor.pdf.
Ugras, M., & Cil, E. (2016, May). Effect of Nature of Science Activities on Nature of Science and Scientific Epistemological Beliefs of Pre-Service Preschool Teachers. Paper presented at the International Conference on Education in Mathematics, Science & Technology (ICEMST), Bodrum/Turkey. Retrieved from http://2016.icemst.com/ICEMST2016_Proceeding_Book.pdf?rnd=1788010249
Ulutas, A., & Saglam, M. (2016). A Development of the Scale for Problem Solving in Environmental Education: The Study of Validity and Reliability. European Journal of Educational Studies, 2(7), 55-70.
Vazquez-Alonso, A., & Manassero-Mas, M.-A. (1999). Response and scoring models for the ‘Views on Science-Technology-Society’ instrument. International Journal of Science Education, 21(3), 231-248.
Yildirim, C. (2005). Science Precedents. Tubitak Popular Science Books. Ankara. Yenigun Printing House.
Windschitl, M. (2004). Caught in the cycle of reproducing folk theories of “Inquiry”: How pre-service teachers continue the discourse and practices of an atheoretical scientific method. Journal of Research in Science Teaching, 41(5), 481 – 512.
► New issue coming soon! (Volume 11 Issue 1, 2022)
► Call for Papers
UNIBULLETIN is calling for submissions. Authors are invited to submit papers from the all fields of the Education (General) and Social Sciences (General) in the international context. All submissions should be presented only in English.