NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164368
Record Type: Journal
Publication Date: 2017-Nov
Pages: 33
Abstractor: As Provided
Reference Count: 94
ISBN: N/A
ISSN: ISSN-0926-7220
Learner Characteristics and Understanding Nature of Science: Is There an Association?
Çetinkaya-Aydin, Gamze; Çakiroglu, Jale
Science & Education, v26 n7-9 p919-951 Nov 2017
The purpose of this study was to investigate the possible associations between preservice science teachers' understanding of nature of science and their learner characteristics; understanding of nature of scientific inquiry, science teaching self-efficacy beliefs, metacognitive awareness level, and faith/worldview schemas. The sample of the current study was 60 3rd-year preservice science teachers enrolled in the Nature of Science and History of Science course. Using a descriptive and associational case study design, data were collected by means of different qualitative and quantitative questionnaires. Analysis of the data revealed that preservice science teachers' understanding of nature of science and nature of scientific inquiry were highly associated. Similarly, science teaching self-efficacy beliefs, metacognitive awareness levels, and faith/worldviews of the preservice science teachers were found to be significantly associated with their understanding of nature of science. Thus, it can be concluded that there might be other factors interfering with the learning processes of nature of science.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A