WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS

TitleWHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS
Publication TypeJournal Article
Year of Publication2013
AuthorsDogan, N, Cakiroglu, J, Bilican, K, Cavus, S
JournalJournal of Baltic Science Education
Volume12
Issue4
Start Page424-439
Date PublishedDecember/2013
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1067189
Keywordsin-service teachers, nature of science, professional development program
Abstract

Translation of nature of science (NOS) views into teaching practice and the development of teachers’ NOS teaching are still open to investigation. Therefore, how teachers’ 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’ 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.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1067189
Refereed DesignationRefereed
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