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

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dc.authorid0000-0002-1981-2813en_US
dc.authorid0000-0003-0453-5734en_US
dc.authorid0000-0001-8294-5080en_US
dc.contributor.authorTürkoğlu, Ayşe Yenilmez
dc.contributor.authorAydın, Fatih
dc.contributor.authorEş, Hüseyin
dc.date.accessioned2023-06-22T10:22:08Z
dc.date.available2023-06-22T10:22:08Z
dc.date.issued2021en_US
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
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.en_US
dc.identifier.citationYenilmez Turkoglu, A., Aydin, F., & Es, H. (2022). Science teacher’s perceptions of the nature of technology: A Q-methodology study. International Journal of technology and Design Education, 32(5), 2671-2696.en_US
dc.identifier.doi10.1007/s10798-021-09713-2
dc.identifier.endpage2696en_US
dc.identifier.issn0957-7572
dc.identifier.issn1573-1804
dc.identifier.issue5en_US
dc.identifier.pmid34754145en_US
dc.identifier.scopus2-s2.0-85118650004en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage2671en_US
dc.identifier.urihttp://dx.doi.org/10.1007/s10798-021-09713-2
dc.identifier.urihttps://hdl.handle.net/20.500.12491/11184
dc.identifier.volume32en_US
dc.identifier.wosWOS:000714900700001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.institutionauthorAydın, Fatih
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Journal of Technology and Design Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectNature of Technologyen_US
dc.subjectQ Methodologyen_US
dc.subjectScience Teachersen_US
dc.subjectStudents Attitudesen_US
dc.subjectConceptionsen_US
dc.subjectKnowledgeen_US
dc.titleScience teacher's perceptions of the nature of technology: A Q-methodology studyen_US
dc.typeArticleen_US

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