@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 {219,
	title = {EFFECTS OF HANDS-ON ACTIVITY ENRICHED INSTRUCTION ON STUDENTS{\textquoteright} ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {87-97 },
	abstract = {This study aimed to investigate the effectiveness of hands-on activity enriched instruction on sixth grade students{\textquoteright} achievement and attitudes toward science. In this study, Science Achievement Test and Science Attitude Scale were used to assess students{\textquoteright} achievement on sense organs and students{\textquoteright} attitudes toward science respectively. Two teachers with four classes and total of 140 sixth grade students were participated in this study. One class of each teacher was assigned as experimental group and treated with hands-on activity enriched instruction and other class was assigned as control group and treated with traditional instruction. The Science Achievement Test and the Science Attitude Scale were administered twice as pre-test and after three week treatment period as a post-test to both experimental and control groups to measure students{\textquoteright} achievement and attitudes. Multivariate Analyses of Covariance (MANCOVA) results revealed that hands-on activity enriched instruction were more effective than traditional instruction. However, the statistical results failed to show a significant difference between the experimental and control groups{\textquoteright} attitudes toward science.},
	keywords = {attitudes toward science, hands-on activities, Science Achievement},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008481.pdf},
	author = {{\"O}zlem Sadi and Jale Cakiroglu}
}
@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}
}
