Changes in students' views about nature of scientific inquiry at a science camp

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dc.authorid0000-0002-4704-8605
dc.authorid0000-0003-3076-1196
dc.authorid0000-0003-4299-0893
dc.authorid0000-0003-1487-1264
dc.contributor.authorLeblebicioğlu, Gülşen
dc.contributor.authorMetin, Duygu
dc.contributor.authorÇapkınoğlu, Esra
dc.contributor.authorÇetin, Pınar Seda
dc.contributor.authorDoğan, Eylem Eroğlu
dc.date.accessioned2021-06-23T19:45:09Z
dc.date.available2021-06-23T19:45:09Z
dc.date.issued2017
dc.departmentBAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimien_US
dc.description.abstractAlthough nature of science (NOS) and nature of scientific inquiry (NOSI) are related to each other, they are differentiated as NOS is being more related to the product of scientific inquiry (SI) which is scientific knowledge whereas NOSI is more related to the process of SI (Schwartz et al. 2008). Lederman et al. (Journal of Research in Science Teaching, 51, 65-8, 2014) determined eight NOSI aspects for K-16 context. In this study, a science camp was conducted to teach scientific inquiry (SI) and NOSI to 24 6th and 7th graders (16 girls and 8 boys). The core of the program was guided inquiry in nature. The children working in small groups under guidance of science advisors conducted four guided-inquiries in the nature in morning sessions on nearby plants, animals, water, and soil. NOSI aspects were made explicit during and at the end of each inquiry session. Views about scientific inquiry (VASI) (Lederman et al. Journal of Research in Science Teaching, 51, 65-8, 2014) questionnaire was applied as pre- and post-test. The results of the study showed that children developed in all eight NOSI aspects, but higher developments were observed in "scientific investigations all begin with a question" and "there is no single scientific method," and "explanations are developed from data and what is already known" aspects. It was concluded that the science camp program was effective in teaching NOSI.en_US
dc.identifier.doi10.1007/s11191-017-9941-z
dc.identifier.endpage917en_US
dc.identifier.issn0926-7220
dc.identifier.issn1573-1901
dc.identifier.issue7-9en_US
dc.identifier.scopus2-s2.0-85037620761en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage889en_US
dc.identifier.urihttps://doi.org/10.1007/s11191-017-9941-z
dc.identifier.urihttps://hdl.handle.net/20.500.12491/9108
dc.identifier.volume26en_US
dc.identifier.wosWOS:000418390100008en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorLeblebicioğlu, Gülşen
dc.institutionauthorÇetin, Pınar Seda
dc.institutionauthorDoğan, Eylem Eroğlu
dc.institutionauthorÇapkınoğlu, Esra
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofScience & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectScience Campen_US
dc.subjectScientific Inquiryen_US
dc.subjectViews About Scientific Inquiry (VASI)en_US
dc.titleChanges in students' views about nature of scientific inquiry at a science campen_US
dc.typeArticleen_US

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