Investigating the development of pre-service science teachers' NOSI views and related teaching practices*

Basit Öğe Kaydı
dc.authoridCAVUS GUNGOREN, SEDA/0000-0001-9521-0008
dc.authoridMesci, Gunkut/0000-0003-0319-5993
dc.contributor.authorMesci, Gunkut
dc.contributor.authorCavus-Gungoren, Seda
dc.contributor.authorYesildag-Hasancebi, Funda
dc.date.accessioned2025-01-27T20:50:01Z
dc.date.available2025-01-27T20:50:01Z
dc.date.issued2020
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.1080/09500693.2019.1700316
dc.identifier.endpage69
dc.identifier.issn0950-0693
dc.identifier.issn1464-5289
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85076432594
dc.identifier.scopusqualityQ1
dc.identifier.startpage50
dc.identifier.urihttps://doi.org/10.1080/09500693.2019.1700316
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25388
dc.identifier.volume42
dc.identifier.wosWOS:000501636500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofInternational Journal of Science Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20250125
dc.subjectInquiry-based teaching
dc.subjectnature of scientific inquiry
dc.subject5E lesson planning
dc.subjectpre-service science teachers
dc.titleInvestigating the development of pre-service science teachers' NOSI views and related teaching practices*
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu