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EJ969521 - Promoting Pre-Service Teachers' Ideas about Nature of Science through Educational Research Apprenticeship

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ERIC #:	EJ969521
Title:	Promoting Pre-Service Teachers' Ideas about Nature of Science through Educational Research Apprenticeship
Authors:	Cakmakci, Gultekin
Descriptors:	Preservice Teacher Education; Educational Research; Scientific Principles; Foreign Countries; Science Teachers; Apprenticeships; Teacher Researchers; Questionnaires; Interviews; Pretests Posttests; Teaching Models; Scientific Methodology; Scientific Research; Research Methodology; Research Skills; Educational Strategies; Teaching Methods; Instructional Effectiveness
Source:	Australian Journal of Teacher Education, v37 n2 p114-135 Feb 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Publication Date:	2012-02-00
Pages:	23
Pub Types:	Journal Articles; Reports - Research
Abstract:	This study suggests a novel approach, which integrates an explicit-reflective nature of science (NOS) instruction into the teachers-as-researchers approach to improve pre-service science teachers' conceptions of NOS. Participants were 48 university fourth-year students in a four-year pre-service science teacher-training program in Turkey. The participants received explicit-reflective NOS instruction and were introduced to some techniques for critically evaluating academic articles, designing and conducting a research project, writing a research report and preparing materials to share the findings of their studies with students and staff of their department at a poster conference. During these activities, the lecturer explicitly addressed the target aspects of NOS and made pre-service science teachers' thinking more visible and reflective. The Views of Nature of Science Questionnaire (VNOS-C) was used in conjunction with individual interviews to assess participants' NOS views at the beginning and conclusion of the study. The results indicated that compared with their ideas at the beginning of the course, many pre-service science teachers had developed more "informed ideas about NOS" throughout the course. The significance of this study is that carrying out an educational research with the incorporation of an explicit-reflective instructional model seems to be a promising avenue to improve pre-service science teachers' ideas about NOS. Some possible implications for pre-service and in-service teacher education and further research are discussed. (Contains 2 tables and 1 figure.)
Abstractor:	As Provided
Reference Count:	66

Note:	N/A
Identifiers:	Turkey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0313-5373
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
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