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ERIC Number: EJ1114612
Record Type: Journal
Publication Date: 2016
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1306-3065
Exploring Elementary Teachers' Perceptions about the Developmental Appropriateness and Importance of Nature of Science Aspects
Sahin, Elif Adibelli; Deniz, Hasan
International Journal of Environmental and Science Education, v11 n9 p2673-2698 2016
This study explored how four elementary teachers assessed the developmental appropriateness and importance of nine nature of science (NOS) aspects after participating in a yearlong professional development program. A multiple-embedded case study design was employed. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. Data were analyzed using Yin's (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The cross-case analysis revealed that our participants used the following criteria separately or in some combination when they were asked to rate NOS aspects in terms of developmental appropriateness and importance: (a) teachers' NOS learning experience, (b) NOS teaching experience, (c) knowledge of their students, (d) knowledge of curriculum, (e) knowledge of school context, and (f) perceptions about the utility value of a NOS aspect or a myth about a NOS aspect. We found that even though our participants did not rank all NOS aspects equally, they considered all nine NOS aspects developmentally appropriate and important enough to be introduced at the elementary level.
LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A