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Öğe Developing science teachers' nature of science views: The effect of in-service teacher education program(Hacettepe Univ, 2011) Doğan, Nihal; Çakıroğlu, Jale; Çavuş, Seda; Bilican, Kader; Arslan, OrhanScience education programs in many countries aim to promote effective teaching and learning process in science classroom and consequently develop scientifically literate person. Science teacher is an important actor to achieve this goal. For this reason, the purpose of the study was to examine the impact of one-week in-service program on elementary science teachers' views of nature of science (NOS). A total of 44 (24 Female, 20 Male) elementary science teachers participated in the study. Pre and post administration of Views On Science-Technology -Society (VOSTS) questionnaire including 14 items (Aikenhead, Ryan & Fleming, 1989) was used to determine teachers' NOS views. The results of the study indicated that at the end of the program majority of teachers' demonstrated substantial improvements in their understanding of some NOS aspects such as theory driven nature of observations, scientific method, and hypothesis. This result supports effectiveness of in-service program on the development of science teachers' NOS views.Öğe Influence of in-service teacher education program on science teachers' views of nature of science(Common Ground Publishing, 2009) Çakıroğlu, Jale; Doğan, Nihal; Bilican, Kader; Çavuş, Seda; Arslan, OrhanScience education programs aim to introduce students to basic concepts of nature of science (NOS) and, consequently develop scientifically literate person. Science teacher is an important actor to achieve this goal. Hence, educating science teachers with a contemporary view of NOS becomes an important issue in science education. For this reason, the purpose of the study was to examine the impact of in-service education program on elementary science teachers' views of NOS. A total of 44 (24 Female, 20 Male) elementary science teachers with a teaching experience ranged from 1 to 21 years participated in one week intensive summer in-service program. Participants were engaged in different activities that explicitly addressed seven target aspects of NOS. The Views of Nature of Science (VNOS-C) questionnaire (Lederman, Schwartz, Abd-El-Khalick, and Bell, 2001) was used to determine teachers' initial views of NOS, and was administered again at the end of program as pre-post tests to determine changes in teachers' views. During data analysis, each participant was treated as separate case and data from each questionnaire was used to generate in-depth profile of participants' NOS views related with seven NOS aspects. The results of the current study described trends and shifts in participants' views of NOS. In general, at the end of the in-service program majority of science teachers demonstrated improvements in their understanding of some NOS aspects. © Common Ground, Jale Cakiroglu, Nihal Dogan, Kader Bilican, Seda Cavus, Orhan Arslan.Öğe Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: Hizmetiçi eğitim programının etkisi(2011) Doğan, Nihal; Çakıroğlu, Jale; Güngören, Seda Çavuş; Bilican, Kader; Arslan, OrhanBirçok ülke; fen eğitim programlarıyla, etkili bir fen öğretme ve öğrenme sürecinin düzenlenmesini ve öğrencilerin bilim okur-yazarı olarak yetiştirilmesini hedefler. Bu hedefin gerçekleştirilmesinde en önemli rolü fen öğretmenleri üstlenmektedir. Bu doğrultuda, bu çalışmanın amacı; ilköğretim fen ve teknoloji dersi öğretmenlerinin "Bilimin Doğası" hakkındaki görüşlerinin geliştirilmesinde, hizmetiçi eğitim programının etkisini incelemektir. Bir hafta süren "Bilimin Doğası" hizmetiçi eğitim programına 24'ü bayan 20'si erkek toplam 44 Fen ve Teknoloji dersi öğretmeni katılmıştır. Öğretmenlerin bilimin doğası hakkında görüşlerini belirlemesinde, Aikenhead, Ryan ve Fleming (1989) tarafından geliştirilen "Fen, Teknoloji, Toplum Üzerine Görüşler" (Views On Science, Technology and Society; VOSTS) anketinin 14 sorusu ön-test ve son-test olarak kullanılmıştır. Öğretmenlerin, bilimin doğasının; "bilimsel bilgi deney ve gözlemlerden elde edilmiş kanıtlara dayanır, bilimsel bilginin sınıflama düzeyinin doğası, 'Bilimsel Metot' miti ve hipotezlerin epistemolojik durumu" hakkındaki görüşlerinin eğitim sonrasında olumlu yönde geliştiği tespit edilmiştir. Bu sonuçlar; etkili düzenlenen hizmetiçi eğitim programlarının başarılı olduğunu ortaya koymaktadır.Öğe What nos teaching practices tell us : a case of two science teachers(Sci Methodical Ctr-Sci Educologica, 2013) Doğan, Nihal; Çakıroğlu, Jale; Bilican, Kader; Çavuş, SedaTranslation 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.Öğe What nos teaching practices tell us: A case of two science teachers(E-flow PDF Range Management Society of India, 2013) Dogan, Nihal; Cakiroglu, Jale; Bilican, Kader; Cavus, SedaTranslation 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.
