Enhancing Unsophisticated Views of Science held by Elementary and Science Teachers

By Ayhan Karaman and Sezen Apaydin.

Published by The Learner Collection

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

The nature of science (NOS), as one of the most essential components of scientific literacy, has long been advocated by science education community. However, most of the science and elementary teachers who have the ultimate responsibility to educate a scientifically literate generation do not possess a robust understanding of the most salient aspects of NOS. In this research study, an attempt has been made in enhancing the teachers’ uninformed views of NOS. A total of fifty teachers from different regions of Turkey, thirty of whom are science teachers and twenty of whom are elementary teachers, participated in an astronomy science summer camp enriched with the reflective discussions of certain NOS aspects. The data were collected from the participant teachers using the Student Understanding of Science and Scientific Inquiry (SUSI) scale and analyzed utilizing repeated measures MANOVA statistics. The findings indicate that both science and elementary teachers completed the astronomy science summer camp with a more sophisticated understanding of certain NOS aspects. However, no statistically significant difference was found between the mean pretest and posttest scores of science and elementary teachers.

Keywords: Nature of Science, Astronomy Science Summer Camp, Science and Elementary Teachers, In-service Teacher Professional Development

The International Journal of Learning, Volume 18, Issue 5, pp.71-86. Article: Print (Spiral Bound). Article: Electronic (PDF File; 772.014KB).

Ayhan Karaman

Assistant Professor, The Department of Secondary Science and Mathematics Education, Canakkale Onsekiz Mart University, Canakkale, Turkey

Sezen Apaydin

Research Assistant, The Department of Secondary Science and Mathematics Education, Canakkale Onsekiz Mart University, Canakkale, Turkey


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