Investigating disciplinary differences of pre-service science and mathematics teachers' epistemological understanding of science

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dc.authorid0000-0001-6982-9675en_US
dc.authorid0000-0003-2225-0812
dc.authorid0000-0001-9521-0008
dc.contributor.authorDoğan, Nihal
dc.contributor.authorGüngören, Seda Çavuş
dc.contributor.authorBekiroğlu, Feral Oğan
dc.date.accessioned2021-06-23T19:44:49Z
dc.date.available2021-06-23T19:44:49Z
dc.date.issued2016
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description9th Annual International Conference of Education, Research and Innovation (iCERi) -- NOV 14-16, 2016 -- Seville, SPAINen_US
dc.description.abstractThis experimental case study focused on pre-service science and mathematics teachers' epistemological understanding of science and how they define the concept of "science". A total of 75 pre-service teachers participated and were engaged in different contextualized and de-contextualized nature of science (NOS) activities in courses through one college semester. Qualitative data were collected via an open-ended questionnaire (VNOS-C, Form-C -Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002), and a concept map which was constructed by the researchers using the participants' definitions of "science". The participants' responses to the VNOS-C were categorized as "naive", "emergent" and "informed". Furthermore, a chi-square test was used to compare the percentages of categories for the pre- and post-instruction views. The results indicated that, there was a positive change in the views of both groups of pre-service teacher regarding the aspects of NOS, with the most significant positive changes being observed in the aspects of tentativeness, subjectivity, social and cultural embeddedness, creativity. It was also observed that the pre-service science teachers were more informed about epistemology of theories and laws and scientific method than the pre-service mathematics teachers. The results of the current study revealed that the activities that are conducted using an explicit reflective approach play a positive role.en_US
dc.identifier.endpage8324en_US
dc.identifier.isbn978-84-617-5895-1
dc.identifier.issn2340-1095
dc.identifier.startpage8317en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9052
dc.identifier.urihttps://www.webofscience.com/wos/woscc/full-record/WOS:000417330208045
dc.identifier.wosWOS:000417330208045en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherIated-Int Assoc Technology Education A& Developmenten_US
dc.relation.ispartofIceri2016: 9Th International Conference Of Education, Research And Innovationen_US
dc.relation.ispartofseriesICERI Proceedings
dc.relation.publicationcategoryKonferans Öğesi - Uluslararası - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectNature of Scienceen_US
dc.subjectPre-Service Teachersen_US
dc.subjectEpistemological Understandingen_US
dc.subjectConcept Mapen_US
dc.subjectDisciplinary Differencesen_US
dc.titleInvestigating disciplinary differences of pre-service science and mathematics teachers' epistemological understanding of scienceen_US
dc.typeConference Objecten_US

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