@article {1270, title = {VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {April/2023}, pages = {Continuous}, type = {Original article}, chapter = {204-214}, abstract = {Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers{\textquoteright} preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists{\textquoteright} methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists{\textquoteright} observations. No significant differences among students{\textquoteright} views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students{\textquoteright} views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers{\textquoteright} preparation programmes and suggest recognising chemistry department faculty members{\textquoteright} attitudes to developing students{\textquoteright} NOS concepts.}, keywords = {attitudes toward teaching NOS, nature of science, university chemistry students, views on science and education (VOSE)}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.204}, url = {https://oaji.net/articles/2023/987-1681286375.pdf}, author = {Norah A. Algarni and Nidhal Sh. Alahmad} } @article {696, title = {DEVELOPMENT OF PRE-SERVICE TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {August/2018}, pages = {Continuous}, type = {Original article}, chapter = {728-741}, abstract = {In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants{\textquoteright} lack of skills and knowledge about the subjects related to {\textquotedblleft}nature of scientific models, nature of observations and values guiding scientists in their work and social lives{\textquotedblright} included in the content of nature of science. In addition, it was revealed that the pre-service teachers{\textquoteright} lack of readiness made the implementation process difficult. }, keywords = {curriculum development, interdisciplinary curriculum, nature of science, teacher education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.728}, url = {http://oaji.net/articles/2017/987-1533842524.pdf}, author = {Ye{\c s}ilpinar Uyar M. and Tuba Demirel and Ahmet Do{\u g}anay} } @article {575, title = {THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {395-413}, abstract = {The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education.}, keywords = {Active learning, nature of science, preschool education, project based science education, scientific process skills}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.395}, url = {http://oaji.net/articles/2017/987-1497964232.pdf}, author = {Bilge Can and Vesile Y{\i}ld{\i}z-Demirta{\c s} and Erdi Altun} } @article {545, title = {THE EFFECT OF THE COMMON KNOWLEDGE CONSTRUCTION MODEL-ORIENTED EDUCATION ON SIXTH GRADE STUDENTS{\textquoteright} VIEWS ON THE NATURE OF SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {February/2017}, pages = {Continuous}, type = {Original article}, chapter = {43-55}, abstract = {The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)-oriented education on sixth grade students{\textquoteright} views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38--for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed {\textquoteleft}empirical{\textquoteright} aspect of the NOS while the other aspects of the NOS were na{\"\i}ve and transitional levels. After the intervention, it was found that the control group{\textquoteright}s views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in {\textquoteleft}imaginary and creative{\textquoteright} aspect of the NOS. }, keywords = {5Es learning model, CKCM, light and sound topic, nature of science, science education}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.43}, url = {http://oaji.net/articles/2017/987-1493049602.pdf}, author = {Hasan Bak{\i}rc{\i} and Muammer {\c C}al{\i}k and Salih {\c C}epni} } @article {573, title = {NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {366-378}, abstract = {An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers{\textquoteright} understanding of NOS is extensive but junior high school natural sciences teachers{\textquoteright} understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers{\textquoteright} understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers{\textquoteright} academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers{\textquoteright} work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.}, keywords = {junior high school teachers, lesson planning, Natural Sciences, nature of science}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.366}, url = {http://oaji.net/articles/2017/987-1497964085.pdf}, author = {Nadaraj Govender and Duduzile Zulu} } @article {577, title = {VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {429-437}, abstract = {This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. }, keywords = {instrument reliability, instrument validity, nature of science, NOSI-S, secondary school students}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.429}, url = {http://oaji.net/articles/2017/987-1497964369.pdf}, author = {Senar Temel and {\c S}enol {\c S}en and {\"O}zg{\"u}r {\"O}zcan} } @article {486, title = {COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO}, journal = {Journal of Baltic Science Education}, volume = {15}, year = {2016}, month = {February/2016}, pages = {Continuous}, type = {Original article}, chapter = {97{\textendash}108 }, abstract = {Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers{\textquoteright} views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers{\textquoteright} education are proposed.}, keywords = {epistemological belief in science, nature of science, scientific inquiry}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/16.15.97}, url = {http://oaji.net/articles/2016/987-1481286413.pdf}, author = {Jingying Wang and Ying Zhao} } @article {340, title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {6-18}, abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. }, keywords = {human evolution, nature of science, non-scientific explanations}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.06}, url = {http://oaji.net/articles/2015/987-1437062033.pdf}, author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar} } @article {361, title = {SCIENTIFIC PRACTICES AS CULTURAL ACTIVITIES: A CHALLENGE AND AN OPPORTUNITY FOR EDUCATION}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {June/2014}, pages = {Continuous}, type = {Editorial}, chapter = {296{\textendash}297 }, abstract = {During the 20th century, the sciences have been considered as disciplines that are significantly distinct from the humanities, C.P. Snows term of the {\textquotedblleft}two cultures{\textquotedblright} has become the key word for this development. However, recent science studies produced arguments for the thesis that sciences are also a cultural activity. As a consequence, science and the related practices become time dependent {\textendash} what was an accepted scientific practice in a particular period would not meet the standards of another period. Understanding science as a cultural activity poses several challenges to educators, but offers also opportunities. One approach that meets these opportunities is the implementation of the history of science in science education. In the following, two specific approaches in this respect will be discussed: storytelling and the reenactment of historical experiments.}, keywords = {cultural activity, history of science, nature of science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.296}, url = {http://oaji.net/articles/2015/987-1437678627.pdf}, author = {Peter Heering} } @article {365, title = {TEACHING NATURE OF SCIENCE THROUGH CONCEPTUAL CHANGE APPROACH: CONCEPTUAL CHANGE TEXTS AND CONCEPT CARTOONS}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {June/2014}, pages = {Continuous}, type = {Original article}, chapter = {339{\textendash}350 }, abstract = {The study investigated the influence of conceptual change approach on elementary students{\textquoteright} views of certain aspects of nature of science (NOS). In this study, conditions of conceptual change were provided through the use of conceptual change texts and concept cartoons. In addition, this study compared the influence of the conceptual change approach to that of the explicit reflective inquiry-oriented and implicit instructional approaches in the teaching of NOS. The research was conducted with seventh-grade students (aged 12-13 years) at a school in Turkey{\textquoteright}s Aegean region. A total of 69 students participated in the study. The students{\textquoteright} views of NOS were assessed using a questionnaire, (the Views of Nature of Science Elementary Level Scale) as pre-test and post-test in conjunction with data from semi-structured interviews. This study reveals that the best way to remedy the na{\"\i}ve views of students on NOS is a conceptual change framework.}, keywords = {concept cartoon, explicit reflective approach, implicit approach, nature of science}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.339}, url = {http://oaji.net/articles/2015/987-1437678975.pdf}, author = {Emine {\c C}il} } @article {343, title = {UNDERSTANDINGS OF ADVANCED STUDENTS ON NATURE OF SCIENCE AND THEIR MOTIVATIONAL STATUS TO LEARN NATURE OF SCIENCE: A TURKISH CASE}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {February/2014}, pages = {Continuous}, type = {Original article}, chapter = {46-58}, abstract = {In this study, the purpose is to describe advanced students{\textquoteright} motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for {\textquotedblleft}interest{\textquotedblright} and {\textquotedblleft}importance{\textquotedblright} and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of {\textquotedblleft}evidence and observation based science{\textquotedblright} and {\textquotedblleft}subjectivity{\textquotedblright} while they had informed understandings on {\textquotedblleft}place of imagination and creativity in science{\textquotedblright}. They were also na{\"\i}ve in terms of {\textquotedblleft}existence of one method in science{\textquotedblright}, {\textquotedblleft}no hierarchy between theory and law{\textquotedblright}, {\textquotedblleft}tentativeness{\textquotedblright} and {\textquotedblleft}difference between observation and inference{\textquotedblright}. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.}, keywords = {advanced high school students, nature of science, school subjects}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.46}, url = {http://oaji.net/articles/2015/987-1437062195.pdf}, author = {Mustafa Serdar K{\"o}ksal and Canan Tun{\c c} {\c S}ahin} } @article {308, title = {WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS}, journal = {Journal of Baltic Science Education}, volume = {12}, year = {2013}, month = {December/2013}, type = {Original article}, chapter = {424-439 }, abstract = {Translation of nature of science (NOS) views into teaching practice and the development of teachers{\textquoteright} NOS teaching are still open to investigation. Therefore, how teachers{\textquoteright} translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers{\textquoteright} views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.}, keywords = {in-service teachers, nature of science, professional development program}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/13.12.424}, url = {http://oaji.net/articles/2015/987-1425809032.pdf}, author = {Nihal Dogan and Jale Cakiroglu and Kader Bilican and Seda Cavus} } @article {190, title = {DEVELOPMENT OF NATURE OF SCIENCE SCALE (NSS) FOR ADVANCED SCIENCE STUDENTS}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {June/2010}, type = {Original article}, chapter = {87-98 }, abstract = {Frequent use of open-ended questionnaire plus interview application for nature of science as a requirement for informed decision making has been criticized by many researchers and a need for an easily administrable and scorable instrument has been emphasized. At the same time, existing instruments were developed with the students out of advanced students. Therefore, the purpose of this study is development of a nature of science scale for advanced science students. The study was conducted with 224 advanced science students. Both confirmatory and exploratory factor analysis were done to collect evidence for validity of the scores on the instrument and it was found that both of the analyses approved appropriate validity of the scores. Cronbach alphas for subscales were found as from .55 to .77 as acceptable values. The implications and importance of the instrument will be discussed in this article.}, keywords = {advanced science students, nature of science, scale development}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405171261.pdf}, author = {Mustafa Serdar Koksal and Jale Cakiroglu} }