Assesing Preservice Science Teachers' Nature of Science Understandings: From Explicit to Tacit
Yükleniyor...
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
XIV. IOSTE Symposium
Erişim Hakkı
Özet
The importance of accurately teaching NOS to individuals is widely recognized and the issue of exposing and assessing the NOS understandings, especially the tacit ones, seem to be crucial. The purpose of this study, therefore, was to explore both the explicit and more deeply-held tacit NOS understandings with an interpretative research design. Thirty preservice science teachers were enrolled in a STS course in the context of demarcation of science from pseudoscience. Open ended questions and activity sheets prepared by participants constituted the data sources which were analyzed qualitatively. The results of the research implied that participants’ explicit NOS understandings were naive for various aspects with an absolutist view of scientific knowledge in a belief-free context that can be gained through a universal, unique scientific method involving a set of fixed stages. The tacit understandings were seen to be in accordance with these explicit ones and portray a general view of science based on “discovery” of “facts” without any interpretation. Solely, direct observations or experiences of “facts” without any inferences were seen to be viewed as doing science by participants. Morever, the participants’ tacit understandings seemed to form the basic rationale for their explicit views which should be examined further.
Açıklama
Anahtar Kelimeler
NOS understandings, Explicit, Tacit
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Turgut, H. "Assesing Preservice Science Teachers' Nature of Science Understandings: From Explicit to Tacit", XIV. IOSTE Symposium, Bled, Slovenia.(2010, Haziran).
