Original article | Base for Electronic Educational Sciences 2022, Vol. 3(2) 12-21
Explicit-Reflective Teaching of the Nature of Science for Primary School Students
Mehmet Küçük & Ozge Beyaz
pp. 12 - 21 | DOI: https://doi.org/10.29329/bedu.2022.471.2 | Manu. Number: MANU-2209-29-0002
Published online: September 30, 2022 | Number of Views: 40 | Number of Download: 540
Abstract
This study aimed to investigate the effect of a teaching material designed to teach the nature of science to 4th-grade students. For the research, a teaching material was designed, which reflects the tentative, inferential, imaginative, and creative aspects of the nature of science. It was implemented for a total of eight primary school 4th grade students and lasted for two-course hours. Firstly, a preliminary interview was conducted with them. Immediately after the teaching, they were interviewed for the last time. The data were collected through the nature of a science student interview form developed by Khishfe and Abd-El-Khalick (2002) and consisting of a total of six questions. Each student's pre and post-nature of science profiles on three aspects were created and compared. It was determined that the naive views about the tentative, inferential, creative, and imaginative nature of science were observed in the pre-interviews and varied greatly in the post-interviews in a short time. Students who initially believed that scientific knowledge was impeccable and that scientists were 100% sure almost completely abandoned these naive views. We wonder if the change will be permanent and this should be tested with follow-up studies and also how the short time teaching will reflect their daily lives.
Keywords: Teaching the Nature of Science, Primary School Students, Science Education
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Abell, S. K., & Smith, D. C. (1994). What is science?: Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16(4), 475-487. https://doi.org/10.1080/0950069940160407 Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & S, W. I. (2011). The importance of teaching and learning nature of science in the early childhood years. Journal of Science Education and Technology, 20, 537-549. Akerson, V. L., Nargund-Joshi, V., I, W., Pongsanon, K., & Avsar, B. (2013). What third-grade students with differing ability levels learn about nature of science after a year of instruction. Journal of Science Education and Technology, 36(2), 244-276. Akerson, V., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Science Education, 32(1), 97-124. Alan, U. (2014). Okulöncesi dönem çocuklarının bilimin doğasına ilişkin anlayışlarının incelenmesi [Investigating kindergarteners’ understandings of nature of science] (Unpublished master's thesis). Eskisehir: Anadolu University . https://tez.yok.gov.tr/UlusalTezMerkezi/ Bybee, R. W. (1985). The Sisyphean question in science education: What should scientifically and technologically literate person know, value and do -As a citizen? In N. S. Association, Science Technology Society: 1985 Yearbook of the National Science Teachers Association. Washington, DC: National Science Teachers Association. Celikdemir, M. (2006). Examining middle school students' understanding of the nature of science (Unpublished master's thesis). Ankara: Middle East Technical University. https://tez.yok.gov.tr/UlusalTezMerkezi/ Demirel, S. (2010). Bilimin doğası etkinliklerinin ilköğretim sekizinci sınıf öğrencilerinin bilimin doğası anlayışlarına etkisi [The effect of teachnig the nature of science activities to eight graders' nature of science views ] (Unpublished master's thesis). Denizli: Pamukkale University. https://tez.yok.gov.tr/UlusalTezMerkezi/ DiBenedetto, C. M. (2015). Conceptual change in understanding the nature of science learning: An ınterpretive phenomenological analysis (Unpublished PhD thesis). Boston Massachusetts: Northeastern University. Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112. Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362. https://doi.org/10.1080/09500690601007549 Khishfe, R. F. (2004). Relationship between students’ understandings of nature of science and ınstructional context (Unpublished PhD thesis). Chicago, Illinois: Graduate College of The Illinois Institute of Technology. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578. Khishfe, R., & Lederman, N. (2003). The Development of students’ conceptions of nature of science. Paper presented at the Annual Meeting of the American Educational Research Association. Chicago,. Kucuk, M. (2006). Bilimin doğasını ilköğretim 7. sınıf öğrencilerine öğretmeye yönelik bir çalışma [A study toward teaching the nature of science for seventh grade primary students] (Unpublished PhD thesis). Trabzon: Karadeniz Technical University. https://tez.yok.gov.tr/UlusalTezMerkezi/ Kucuk, M. (2008). Improving preservice elementary teachers' views of the nature of science using explicit-reflective teaching in a science, technology and society course. Australian Journal of Teacher Education, 33(2), 16-40. http://dx.doi.org/10.14221/ajte.2008v33n2.1 Kucuk, M., & Cepni, S. (2015). A qualitative study to explain middle school student’s understandings of nature of science. Turkish Science Education, 12(3), 3-20. https://doi.org/10.12973/tused.10143a) Kucuk, M., & Bag, H. (2012). 4 ve 5. sınıf öğrencilerinin bilim insanı imajlarının karşılaştırılması [A comparison of the 4 and 5. grade students’ scientist images], Journal of Bayburt Education Faculty, 7, 125-138. Lecompte, M. D., & Preissle, J. (1993). Ethnography and Qualitative Design in Educational Research (2nd Ed.). San Dieg: Academic Press. Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research in science education (pp. 831-879). Mahwah, New Jersey: Lawrence Erlbaum Publishers. Lederman, N., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science, , Science & Technology Education Library. In W. F. McComas (Eds.), The Nature of Science in Science Education, Volume 5, (pp. 83–126). Springer, Dordrecht. https://doi.org/10.1007/0-306-47215-5_5 Lunn, S. (2002). ‘What we think we can safely say…’: Primary teachers’ views of the nature of science. British Educational Research Journal, 28(5), 649-672. https://doi.org/10.1080/0141192022000015525 Ministry of National Education[MNE] . (2018). Curriculum of science courses of primary education institutions (3, 4, 5, 6, 7 and 8th grades). Ankara: State Books Publishing House. Murcia, K., & Schibeci, R. (1999). Primary student teachers' conceptions of the nature of science. International Journal of Science Education, 21(11), 1123-1140. https://doi.org/10.1080/095006999290101 National Research Council. (1996). National Science Education Standards. National Academy Press.
|
