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ERIC Number: EJ1024036
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0021-9266
The Effect of Explicit Embedded Reflective Instruction on Nature of Science Understandings in Advanced Science Students
Koksal, Mustafa Serdar; Cakiroglu, Jale; Geban, Omer
Journal of Biological Education, v47 n4 p208-223 2013
The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C and follow-up interviews were used for data collection. Categorisation of the participants' profiles on aspects of the NOS was used for data analysis. According to the results, participants had misunderstandings about "scientific methods", "laws and theories" and "observation and inference", while they had expert views on "the role of creativity and imagination" in the beginning of the study. For changing naive NOS understandings, the EER approach was found to be effective.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey