NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ904868
Record Type: Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-2077-2327
Examining Science Teacher's Understandings of the NOS Aspects through the Use of Knowledge Test and Open-Ended Questions
Koksal, Mustafa Serdar; Cakiroglu, Jale
Science Education International, v21 n3 p197-211 Sep 2010
The nature of science aspects (NOS) are the most emphasized theme in many curriculum and reform attempts. Teachers as a curriculum implementer in the classroom play important role for policy, arrangements and classroom experiences on NOS understandings of students. Researchers generally assessed the teachers' NOS conceptions using open-ended questions plus interview in limited samples. However, in the literature, there have been some critics on this way of assessment. For that reason, this study aims to assess elementary science teachers' (N = 47) NOS conceptions by using "Open-ended questions" and "Knowledge test". The results showed existence of some misunderstandings on NOS and the participants' responses to knowledge test and open-ended questions gave similar pattern in terms of ten aspects of NOS, except for three aspects. (Contains 7 tables and 1 figure.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey