Science teacher's perceptions of the nature of technology: a Q-methodology study

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dc.authoridAYDIN, Fatih/0000-0003-0453-5734
dc.authoridYENILMEZ TURKOGLU, AYSE/0000-0002-1981-2813
dc.authoridES, HUSEYIN/0000-0001-8294-5080
dc.contributor.authorTurkoglu, Ayse Yenilmez
dc.contributor.authorAydin, Fatih
dc.contributor.authorEs, Huseyin
dc.date.accessioned2025-03-23T19:44:26Z
dc.date.available2025-03-23T19:44:26Z
dc.date.issued2022
dc.departmentSinop Üniversitesi
dc.description.abstractThe aim of the current study was to explore science teachers' perceptions of the nature of technology through the use of Q methodology. 17 science teachers were sampled as participants, and to explore their perceptions of the nature of technology, they ranked a Q-sort of 36 statements that constituted the following six categories: (i) definition of technology, (ii) the relationship between science and technology, (iii) the impact of society on technology, (iv) the impact of technology on society, (v) the impact of technology on environment, and (vi) the impact of technology on economy. As the participants completed their Q-sort, they were interviewed. Analysis of the participants' Q-sorts resulted in a three-factor solution, i.e. three distinct patterns of perception about the nature of technology. The three perspectives included teachers who are (i) equally aware of the benefits and drawbacks of technology and the relation of it to science, (ii) optimist about technology and aware of its dependence on society, and (iii) optimist about technological innovations but tempered by technology-driven environmental and social issues. Findings indicated gender and years of professional experience as potential determiners within these perspectives, which needs further research.
dc.identifier.doi10.1007/s10798-021-09713-2
dc.identifier.endpage2696
dc.identifier.issn0957-7572
dc.identifier.issn1573-1804
dc.identifier.issue5
dc.identifier.pmid34754145
dc.identifier.scopus2-s2.0-85118650004
dc.identifier.scopusqualityQ1
dc.identifier.startpage2671
dc.identifier.urihttps://doi.org/10.1007/s10798-021-09713-2
dc.identifier.urihttps://hdl.handle.net/11486/6931
dc.identifier.volume32
dc.identifier.wosWOS:000714900700001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofInternational Journal of Technology and Design Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250323
dc.subjectNature of technology
dc.subjectQ methodology
dc.subjectScience teachers
dc.subjectTechnology education
dc.subjectScience education
dc.titleScience teacher's perceptions of the nature of technology: a Q-methodology study
dc.typeArticle

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