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    Investigating the development of pre-service science teachers' NOSI views and related teaching practices*
    (Routledge Journals, Taylor & Francis Ltd, 2020) Mesci, Gunkut; Cavus-Gungoren, Seda; Yesildag-Hasancebi, Funda
    The purpose of this study was to examine how pre-service science teachers develop their understandings of nature of scientific inquiry during the science laboratory course with preparing 5E based lesson plans, and how they transfer those understandings into their teaching practices. All data were collected and analysed qualitatively by using the case study approach. Thirty-four pre-service teachers (25 females, 9 males) participated in this study. Data were collected via the five sources: The Views About Scientific Inquiry questionnaire, inquiry-based 5E lesson plan, classroom observations, video recordings, and semi-structured interviews. The results showed that some aspects of nature of scientific inquiry were positively changed (e.g. 'multiple scientific methods') while some aspects were not altered significantly (e.g. 'same procedures may not get the same results'). This study, also, showed that pre-service science teachers could partly transfer their understanding of nature of scientific inquiry into their teaching practices for some reasons, including participants' subject matter knowledge, motivations, practicing skills, and personal characteristics. This study suggests that science teachers should be more aware of the importance of nature of scientific inquiry, and they should be given more opportunity to experience of preparation and teaching of scientific inquiry.
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    Öğe
    Investigation of Competence for Science Learning of Middle School Students According to Various Variables
    (Dergipark Akad, 2022) Ozdemir, Gulcan; Cavus-Gungoren, Seda; Yesildag-Hasanceb, Funda
    The aim of this study is to investigate how competence for science learning(CSL) of middle school students at different grade levels change according to various variables. In addition, the study aims to reveal the views of students and science teachers about the teaching of science courses in terms of Inquiry-Based Learning (IBL). The study was conducted with exploratory sequential mixed methods. A total of 805 students at different grade levels and 4 science teachers participated.CSL scale that was developed by Chang et all(2011) and adopted in Turkish by Senler(2014), open-ended questions, and semi-structured interviews were used as data collection tools. Mann-Whitney U Test and Kruskal Wallis, which are nonparametric tests, were used in the analysis. The open-ended questions and semi-structured interviews were analyzed with content analysis. Results showed that CSL scale scores of the students were above average; the difference according to gender was in favor of female students; parent education level was related to CSL; students' CSL, scientific-inquiry and communication competencies with high science achievement were high; it was found that as the grade level increased, scientific-inquiry competencies decreased. It was determined that the views of teachers and students about the teaching of the science course in terms of IBL were parallel to the results of both each other and the quantitative data.