Turkish Grade 10 Students' and Science Teachers' Conceptions of Nature of Science: A National Study

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dc.authorid0000-0002-0813-0374en_US
dc.authorid0000-0003-2225-0812
dc.contributor.authorDoğan, Nihal
dc.contributor.authorAbd-El-Khalick, Fouad
dc.date.accessioned2021-06-23T19:20:55Z
dc.date.available2021-06-23T19:20:55Z
dc.date.issued2008
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractThis study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and Student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified "Views on Science-Technology-Society" (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as "naive," "have merit," or "informed," and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naive views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. (C) 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083-1112, 2008en_US
dc.identifier.doi10.1002/tea.20243
dc.identifier.endpage1112en_US
dc.identifier.issn0022-4308
dc.identifier.issue10en_US
dc.identifier.scopus2-s2.0-57249116248en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1083en_US
dc.identifier.urihttps://doi.org/10.1002/tea.20243
dc.identifier.urihttps://hdl.handle.net/20.500.12491/6189
dc.identifier.volume45en_US
dc.identifier.wosWOS:000260606400001en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDoğan, Nihal
dc.language.isoenen_US
dc.publisherJohn Wiley & Sons Incen_US
dc.relation.ispartofJournal Of Research In Science Teachingen_US
dc.relation.publicationcategoryDiğeren_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGeneral Scienceen_US
dc.subjectNature of Science (NOS)en_US
dc.subjectPhilosophy of Scienceen_US
dc.subjectSecondaryen_US
dc.titleTurkish Grade 10 Students' and Science Teachers' Conceptions of Nature of Science: A National Studyen_US
dc.typeReview Articleen_US

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