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ERIC Number: EJ1060884
Record Type: Journal
Publication Date: 2015-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 43
ISSN: EISSN-1554-5210
The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers' Views of Nature of Science
Pekbay, Canay; Yilmaz, Serkan
International Journal of Progressive Education, v11 n1 p113-131 Feb 2015
This study aims to explore the influence of nature of science (NOS) activities based on explicit-reflective and historical approach on preservice elementary teachers' views of NOS aspects. Mixed-method approach including both qualitative and quantitative methods was used. The sample consisted of 83 preservice elementary teachers of a public university. Activities in experimental group were prepared as per explicit-reflective approach, whereas per historical approach in the other group. Views of NOS questionnaire was applied both as a pretest and posttest to explore students' views about NOS aspects. During a 3-week application, worksheets were used and we benefited from observation checklists to control potential threats to internal validity. While content analysis method was used in qualitative analysis; frequency, percentage, Wilcoxon sign and Mann-Whitney tests were facilitated in quantitative part. Results indicated that students who experienced explicit-reflective instruction made statistically significant gains in their views of NOS aspects and accordingly some implications were presented.
International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. 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