The ultimate beneficiaries of continuing professional development programs: Middle school students’ nature of science views

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dc.authorid0000-0003-2225-0812
dc.authorid0000-0003-0939-4766
dc.authorid0000-0003-3294-4666
dc.contributor.authorÖzer, Ferah
dc.contributor.authorDoğan, Nihal
dc.contributor.authorYalaki, Yalçın
dc.contributor.authorİrez, Serhat
dc.contributor.authorÇakmakçı, Gültekin
dc.date.accessioned2021-06-23T18:51:30Z
dc.date.available2021-06-23T18:51:30Z
dc.date.issued2019
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThe effective continuing professional development (CPD) programs primarily aim to have an impact on teachers’ knowledge bases, beliefs, and views and their classroom practices, which rationally lead most of the researchers to investigate those changes on teachers primarily. Although neglected, the interrelationship between CPD programs and students is considered complex, and CPDs ultimately aim to have an impact on students’ views, too. Therefore, the purpose of this study is to survey the changes of middle school students’ views of the nature of science (NOS) by providing a large-scale CPD to their teachers and, in other words, identify the impact of CPD on ultimate beneficiaries, namely students. In this study, 10 science teachers’ data and, in the first phase, 481 and, in the second phase, 422 students’ data and the changes in their NOS views were analyzed. Results showed that the students’ and teachers’ NOS views changed positively. For the impact of teachers on the students’ views, the teachers’ prior NOS knowledge, years of experience, and the number of implemented activities were found to be the influential factors for the transmission of NOS views. © 2019, Springer Nature B.V.en_US
dc.description.sponsorshipTürkiye Bilimsel ve Teknolojik Araştirma Kurumu, TÜBITAK: 111K527en_US
dc.description.sponsorshipThis study was supported by the TUBITAK (the Scientific and Technological Research Council of Turkey) under the grant number 111K527. Acknowledgmentsen_US
dc.description.sponsorshipThe CPD designed for science teachers is a large-scale project that aims to improve views of NOS among middle school science teachers’ (those teaching students aged 10 to 14). Four research groups consisting of 14 scholars from three universities collaboratively conducted the project, which was supported by TUBITAK (the Scientific and Technological Research Council of Turkey) and MONE (the Turkish Ministry of National Education). The project lasted 30 months. The attendance of local middle school science teachers was voluntary. Ten middle school science teachers and their students (fifth, sixth, and seventh graders) participated the study. The participating teachers’ demographic features such as anonymous names, years of professional experience, and the number of activities they implemented are provided in Table . The teachers’ professional experience ranged from 2 to 17 years.en_US
dc.description.urihttps://link.springer.com/content/pdf/10.1007/s11165-019-9824-1
dc.identifier.doi10.1007/s11165-019-9824-1
dc.identifier.issn0157-244X
dc.identifier.scopus2-s2.0-85065593967en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1007/s11165-019-9824-1
dc.identifier.urihttps://hdl.handle.net/20.500.12491/3826
dc.identifier.wosWOS:000708475900011en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherSpringer Science+Business Media B.V.en_US
dc.relation.ispartofResearch in Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectContinuing Professional Development (CPD)en_US
dc.subjectInterrelationshipen_US
dc.subjectNature Of Science (NOS)en_US
dc.subjectScience Teachersen_US
dc.subjectStudentsen_US
dc.titleThe ultimate beneficiaries of continuing professional development programs: Middle school students’ nature of science viewsen_US
dc.typeArticleen_US

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