An Investigation of the Relationship between Performance in the Problem-solving Laboratory Applications and Views about Nature of Science of Pre-service Science Teachers

Seyhan, Hatice Güngör; Türk, Gülseda Eyceyurt

doi:10.1016/j.sbspro.2013.12.046

Cited by 2 publications

(3 citation statements)

References 22 publications

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“…The authors concluded that this could be because "Bangladeshi science teachers rarely have the chance to acquire knowledge about the current NOS in their studies" (Sarkar & Gomes, 2010, p. 14). A study conducted by Aslan and Tasar (2013) investigated how Turkish science teachers view and teach NOS revealed similar findings to a study undertaken in Bangladesh, where only a few teachers held informed views. Furthermore, the study revealed that teachers' views did not influence their classroom practices.…”

Section: Literature Review Science Teachers' Views On Nature Of Sciencementioning

confidence: 57%

“…Hence, researchers endeavored into science teachers' views about NOS and how the views impact their classroom pedagogy (see Dekker & Mnisi, 2003;Lederman, 1999;Waters-Adams;. The same researchers and the other majority found that most science teachers reflected uninformed views of NOS and that their views had no influence on their classroom practice (Aslan & Tasar, 2013;Bartos & Lederman, 2014;Mellado et al, 2008;Sarieddine & BouJaouda, 2014). Later on, a handful number of researchers ventured into the studies that focused on the appropriate pedagogical content knowledge (PCK) for teaching NOS (see Demirdogen, 2016;Hanuscin, 2013;Hanuscin et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

Chuene,

Singh

2024

EURASIA J Math Sci Tech Ed

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This study explored science teachers’ views of the nature of science (NOS) and the implications on their pedagogical content knowledge (PCK). The study follows a qualitative approach and uses a single case study design that followed 11 science teachers. The study uses PCK for science teaching as a framework, where the participants were requested to complete the views of NOS questionnaire (VNOS-D+) and each was observed two times in their science classrooms. Furthermore, the study highlights the importance of teachers’ PCK in teaching science. The study found that the majority of the participants reflected informed views of NOS. Although the majority of the teachers had a good understanding of the goals and objectives of science education and their solid content knowledge. They had poor knowledge of learners’ understanding of science, choice of instructional strategies, and choice of assessment techniques for scientific literacy.

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Section: Literature Review Science Teachers' Views On Nature Of Sciencementioning

confidence: 57%

Section: Introductionmentioning

confidence: 99%

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

Chuene,

Singh

2024

EURASIA J Math Sci Tech Ed

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“…Learning by solving a problem that is carried out in the laboratory makes students find new experiences that are very enjoyable and can learn a lot. In addition, the application of problem solving with learning carried out in the laboratory can increase students' knowledge of scientific phenomena and make knowledge about science broader [20]. Several studies have stated that problem solving laboratories can improve the science process skills of physics education students in the Physics Laboratory I course [13].…”

Section: Figure 1 Components Of Flexible Design For Distance Learning...mentioning

confidence: 99%

Development of Distance Learning Tools Based on Problem Solving Laboratory (PSL) on Work and Energy Materials

Ilham

Serevina²,

Safitri³

et al. 2022

J. Phys.: Conf. Ser.

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Teachers can develop learning tools to deliver materials according to the characteristics of the material, because not all material can be delivered in the same way or method. In certain situations there are times when learning cannot be done directly in the classroom. So, the teacher must adjust online teaching or distance learning (DL). Efforts to support DL go well, then teachers must prepare supporting learning tools. The learning can be practical so that the learner is more interesting and fun. Problem solving laboratory (PSL) is a learning approach that uses problems as the basis for teaching and learning activities that must be solved through practical activities in the laboratory. The research method used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). This research aims at learning tools that support practicum-based DL by applying the PSL learning models so that students can find material concepts independently. Validation results by material experts were 89%, learning experts were 87%, and media experts were 82%. So based on the results of expert validation and testing on students, the learning tools developed were feasible to use.

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An Investigation of the Relationship between Performance in the Problem-solving Laboratory Applications and Views about Nature of Science of Pre-service Science Teachers

Cited by 2 publications

References 22 publications

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

Exploring science teachers’ views about the nature of science and the implications on their pedagogical content knowledge: A case of 11 in-service South African teachers

Development of Distance Learning Tools Based on Problem Solving Laboratory (PSL) on Work and Energy Materials

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