Analysis of Pre-service Science Teachers' Understanding of Nature of Science and Proposed Arguments on Socio-scientific Issues
Analysis of Pre-service Science Teachers' Understanding of Nature of Science and Proposed Arguments on Socio-scientific Issues
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职前科学教师对科学本质的理解分析及对社会科学问题的争论建议
DOI：
10.21890/ijres.410632
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Kader Bilican
中科院分区：
文献类型：
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作者：
Kader Bilican
本研究旨在探讨一门包含明确反思性NOS教学的科学教学方法课程，对职前科学教师的NOS观及其在社会科学问题决策时的论证依据的影响。本研究为个案研究，研究对象为5名初等科学教学职前教师。为了追踪被试对自然科学观点的看法变化，我们采用了科学本质观点问卷作为前测和后测。为了检验学生的理由来源，决策问卷分为问卷前和问卷后两种。对每个参与者进行了研究，并提出了研究问题，包括参与者的NOS观点的变化，参与者的理由来源的变化，以及参与者的NOS观点与他们在SSI论点中的理由之间的关系。该研究的结果并没有显示出NOS观点的改善与用于社会科学问题决策的理由来源的转变之间的明确关系。
The purpose of current research is to explore the influence of a science teaching method course incorporating explicit reflective NOS instruction on pre-service science teachers‘ views of NOS and justifications in their arguments related to their decision-making on socio-scientific issues. This study is a case study and the participants were 5 pre-service science teachers who were enrolled in elementary science teaching program. To track changes in participants‘ NOS views, the Views of Nature of Science Questionnaire was administered as pre- and post- test. To examine students‘ source of justifications, the decision- making questionnaire was administered as pre- and post-questionnaire. The research questions of the study were examined for each participant and presented to include the change in participants‘ NOS views, change in participants‘ source of justifications, and the relation between participants‘ views of NOS and their justifications in their arguments on SSI. The results of the study did not show a clear relationship between improved NOS views and the shifts in the sources of justifications used to make decisions on socio-scientific issues.