NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1038919
Record Type: Journal
Publication Date: 2013-Aug
Pages: 21
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1046-560X
Preservice Elementary Science Teachers' Connections among Aspects of NOS: Toward a Consistent, Overarching Framework
Ozgelen, Sinan; Hanuscin, Deborah L.; Yilmaz-Tuzun, Ozgul
Journal of Science Teacher Education, v24 n5 p907-927 Aug 2013
This study examined the connections elementary preservice science teachers made among various aspects of nature of science (NOS). Totally, 45 preservice science teachers who were enrolled in the Laboratory Application in Science II course participated in the study. The course provided meaningful and practical inquiry-based experiences, as well as explicit and reflective instruction about NOS. Each week, instructors targeted a specific NOS aspect related to the laboratory investigation. The design of the study was qualitative and descriptive in nature. Data sources included preservice teachers' responses for the VNOS-B, semi-structured interviews, and preservice teachers' weekly written reflections about NOS. Data analysis focused on preservice teachers' ability to connect their understandings of the various aspects of NOS to one another. 43 (96%) of preservice teachers made connections among NOS aspects and generally, these connections were emphasized at the end of the semester following the intervention. The findings support the notion that the reflective component of explicit-and-reflective instruction provides opportunities for preservice teachers to revisit their ideas about NOS aspects throughout instruction in such a way that fosters building of connections across aspects of NOS.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A