Turkish preservice science teacher educators' beliefs about the nature of science and conceptualisations of science education
Başlık çevirisi mevcut değil.
- Tez No: 400299
- Danışmanlar: DR. GORDON JOYES
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2004
- Dil: İngilizce
- Üniversite: The Unıversıty Of Nottıngham
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Today, promoting functional literacy in science is considered as urgent in democraticsocieties where citizens have a voice in science funding decisions, evaluating policymatters and weighing scientific evidence provided in legal proceedings, and isaccepted as one of the main goals of science education. In this sense, teaching andlearning about the nature of science (NOS) has been the focus of attention as aprimary component of scientific literacy. Educating knowledgeable science teacherswith regard to the NOS has been seen as key in this movement and special attentionhas been paid to science teacher education.Considering the important role of science teacher educators in developing scienceteachers? understandings of the NOS, this study explores fifteen Turkish`prospective? science teacher educators? beliefs about the NOS andconceptualisations of science education in the context of teacher education reform inTurkey. It also addresses the interplay between these two conceptions, i.e. beliefsabout the NOS and conceptualisations of science education.A qualitative approach was adopted in the investigation and data was collectedthrough two sets of interviews with the participants.The analysis of data revealed that most of the participants of the study hadinadequate conceptions regarding the NOS. The majority of these inadequateconceptions were concentrated under two aspects of the NOS: scientific method andthe tentative NOS. The participants? inadequate conceptions appeared to linked totheir own experiences of school science in Turkey and a lack of prior reflection aboutthe NOS. The investigation into the participants? conceptualisations of scienceeducation revealed that the participants conceptualised a range of goals for scienceeducation, some of which were consistent with their understandings of the NOS. Theinvestigation also identified four different orientations to the teaching of scienceamongst the participants: didactic, activity-driven, discovery and, conceptual change.The study revealed a partial relationship between the NOS understanding andorientation to teaching science in the sense that the more informed the individualwith regard to the NOS, the stronger the tendency s/he has toward the conceptualchange orientation in science teaching.The study has implications for the pre-service preparation of science teachereducators, teacher education reform and teacher thinking in both practical and policylevel.
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