<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gul Unal Coban</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SCIENTIFIC UNDERSTANDING LEVEL OF PROSPECTIVE SCIENCE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Prospective Science Teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific issues</style></keyword><keyword><style  face="normal" font="default" size="100%">understanding of science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405172133.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific understanding is im¬portant to science teachers. The way which science teachers use for explaining issues related to science also affects students’ understanding of science. Therefore, as a measure of the prospective science teach¬ers’ understanding of science, their concep¬tions and descriptions on scientific issues compose the aim of this study. The views of 75 prospective science teachers who are selected by purposive sampling were probed about the meaning of scientific and being scientific, the scientific events, the scientific questions and the scientific knowledge through open ended questions. The results, which are based on significant¬ly different categories, displayed that the prospective science teachers’ understand¬ing of scientific issues is generally based on the phenomenon and empirical based understanding and perceived features those address traditional view of science. Besides, they seem to have inadequate understanding of science regarding logi¬cal, relational, sociological and historical aspects. At the end some recommenda¬tions were proposed accordingly.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">237-254 </style></section></record></records></xml>