What nos teaching practices tell us : a case of two science teachers

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dc.authorid0000-0003-2225-0812
dc.authorid0000-0002-1014-7650
dc.contributor.authorDoğan, Nihal
dc.contributor.authorÇakıroğlu, Jale
dc.contributor.authorBilican, Kader
dc.contributor.authorÇavuş, Seda
dc.date.accessioned2021-06-23T19:34:59Z
dc.date.available2021-06-23T19:34:59Z
dc.date.issued2013
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractTranslation 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.en_US
dc.identifier.endpage439en_US
dc.identifier.issn1648-3898
dc.identifier.issue4en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage424en_US
dc.identifier.urihttps://www.proquest.com/publiccontent/docview/2343720196?parentSessionId=Nq5I%2FOmhhGkUJuqY%2BLb9w5AohCNz5KSvKz7TjCBgxFE%3D&pq-origsite=summon&accountid=15310
dc.identifier.urihttps://hdl.handle.net/20.500.12491/7681
dc.identifier.volume12en_US
dc.identifier.wosWOS:000325593800003en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherSci Methodical Ctr-Sci Educologicaen_US
dc.relation.ispartofJournal Of Baltic Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectIn-service Teachersen_US
dc.subjectNature of Scienceen_US
dc.subjectProfessional Development Programen_US
dc.subjectScience Educationen_US
dc.titleWhat nos teaching practices tell us : a case of two science teachersen_US
dc.typeArticleen_US

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