Influence of In-Service Teacher Education Program on Science Teachers’ Views of Nature of Science

By Jale Cakiroglu, Nihal Dogan, Kader Bilican, Seda Cavus and Orhan Arslan.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Science education programs aim to introduce students to basic concepts of nature of science (NOS) and, consequently develop scientifically literate person. Science teacher is an important actor to achieve this goal. Hence, educating science teachers with a contemporary view of NOS becomes an important issue in science education. For this reason, the purpose of the study was to examine the impact of in-service education program on elementary science teachers’ views of NOS. A total of 44 (24 Female, 20 Male) elementary science teachers with a teaching experience ranged from 1 to 21 years participated in one week intensive summer in-service program. Participants were engaged in different activities that explicitly addressed seven target aspects of NOS. The Views of Nature of Science (VNOS-C) questionnaire (Lederman, Schwartz, Abd-El-Khalick, and Bell, 2001) was used to determine teachers’ initial views of NOS, and was administered again at the end of program as pre–post tests to determine changes in teachers’ views. During data analysis, each participant was treated as separate case and data from each questionnaire was used to generate in-depth profile of participants’ NOS views related with seven NOS aspects. The results of the current study described trends and shifts in participants’ views of NOS. In general, at the end of the in-service program majority of science teachers demonstrated improvements in their understanding of some NOS aspects.

Keywords: Science Education, In-service Teacher Education Program, Nature of Science, Scientific Literacy

The International Journal of Learning, Volume 16, Issue 10, pp.597-606. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.265MB).

Prof. Jale Cakiroglu

Assistant Professor, Department of Elementary Education, Middle East Technical University, Ankara, Turkey

She is an associate professor at the Department of Elementary Education, Middle East Technical University, Ankara, Turkey. Her research interests include teacher efficacy beliefs, learning environments research and the nature of science.

Nihal Dogan

Assistant Professor, Department of Science Education, Abant Izzet Baysal University, Bolu, Bolu, Turkey

She is an assistant professor at the Department of Elementary Education, Abant Izzet Baysal University, Bolu, Turkey. Her research interests include nature of science, learning environments research and bioethics education.

Kader Bilican

Research Assistant, Department of Elementary Education, Ataturk University, Erzurum, Turkey

She is a PhD student at Middle East Technical University, Ankara, Turkey. She is interested in students’ and teachers’ conceptions of nature of science.

Seda Cavus

Graduate Student, Department of Elementary Education, Abant Izzet Baysal University, Bolu, Turkey

She is a graduate student at Abant Izzet Baysal University, Bolu, Turkey. She is interested in students’ and teachers’ conceptions of nature of science.

Orhan Arslan

Professor, Department of Secondary Science And Mathematics Education, Gazi University, Ankara, Turkey

He is a professor at the Department of Secondary Science And Mathematics Education, Gazi University, Ankara, Turkey. His research interests include genetics, biotechnology and biology education.

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