Argumentation based nature of science instruction: Influence on pre-service science teachers’ NOS views and practicing

Mesci, Günkut; Yeşildağ-Hasançebi, Funda; YÜKSEL, Büşra TUNCAY

doi:10.1016/j.tate.2023.104231

Cited by 3 publications

(9 citation statements)

References 32 publications

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“…The knowledge of element and rationale for NOS could be assumed non-existent in the participants before the intervention in this study owing to the mean scores obtained in the pretest. Early professional training as done in this study for preservice science teachers on elements and rationale for NOS has proven to influence the views, conceptual change and practices of preservice teachers in the literature Mesci et al, (2023). While the studies of Mesci et al, (2023) and Lederman et al, 2002 measured intervention on professional development of preservice teachers through argumentation-based teaching and VNOS respectively, the intervention in this study took different approach, method and locale but all on NOS.…”

Section: Discussionmentioning

confidence: 97%

“…In a similar study, Mesci et al, (2023) emphasized the need for early professional development of teachers in training by advancing argumentation-based NOS instruction influence on preservice teachers' views and practices in a single experimental design with multiple data sources-like Views on Nature of Science [VNOS] (Lederman et al, 2002), interview, argumentation-based NOS report and research note. Explicit reflective method was adopted over a two-semester period among 41 preservice teachers at a state university in Turkey.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The study affirms the need for consistent practice of NOS knowledge in training for preservice teachers to perfect their NOS knowledge transfer to teaching. The position of Mesci et al, (2023) advanced the state of literature from Abd-El-Khalik and Akerson, 2004 which emphasized a conceptual change in the views of preservice teachers on NOS. Earlier study identified mediating factors which may hinder training while the later study avail literature the progress made so far in preservice teacher training on NOS and its integration.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Within the realm of science education, teachers are expected to possess not only content knowledge but also pedagogical expertise to effectively convey scientific principles and processes to students in a genuine and meaningful manner. Recent perspectives in science education have favored explicit and reflective integration over implicit methods (McComas and Clough, 2018;Mesci, 2020;Mesci et al, (2023); Sweeney and McComas, 2022). As a result, there's an expectation for a shift in science education pedagogy to address uncertainties regarding scientific processes, cultural aspects, and socio-scientific issues among future educators (preservice teachers).…”

Section: Problem Statementmentioning

confidence: 99%

“…To progress towards explicit and contextualized NOS education in teacher training, a revaluation of the history and philosophy of science is necessary to introduce course content capable of enhancing preservice teachers' capabilities. Various dimensions have been explored in assessing preservice teachers' understanding of NOS during their professional training (Alameh et al, 2023;Alameh et al, 2023;Mesci et al, (2023)). The study focus sits in creating assessment tools pointing at the elements and rationale behind NOS for preservice teachers in their second and third years, aiming to evaluate the adequacy of their knowledge in this domain.…”

Section: Problem Statementmentioning

confidence: 99%

See 4 more Smart Citations

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

Badmus,

Jita

2024

IJCRSEE

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This study investigates preservice teachers’ knowledge of elements and rationale for Nature of Science (NOS). Skill gap is established in the literature on pedagogical practices of preservice as well as novice teachers of science, reflecting deficiency in their professional training and eventual classroom practice. Examining preservice teachers’ knowledge in these aspects (elements & rationale) of NOS through a quasi-experiment of one-group pretest and post-test design was done. Instructional intervention over two years along with assignments and presentation with researchers as moderators on the science pedagogy module (History of Science and Philosophy of Science) serves as stimuli over the period. Three research questions and two hypotheses were raised to guide this study. One hundred and thirty-six (112 Life Science and 24 Physical Science) preservice teachers were the participants. Element of NOS (ENOS) and Rationale for NOS (RNOS) were the instruments. Reliability of the instruments yielded Cronbach alpha values of .83, .91 and .86 across dimensions of clarity, coherence and relevance by fifteen experienced science educators. Data was analysed using t-test and ANCOVA. The study found the intervention to effectively improve the knowledge of elements and rationale for NOS. Better prepared teachers (More Knowledge Order [MKO] have the potential to improved Zone of Proximal Development [ZPD] in learners) by implication have the competence to guide learners for qualitative and effective learning. The instruments in this study is recommended for foundational training of preservice teachers on NOS for enhanced instruction.

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Section: Discussionmentioning

confidence: 97%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

See 3 more Smart Citations

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

Badmus,

Jita

2024

IJCRSEE

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The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction

Jatmiko,

Asyhari,

Irwandani

et al. 2023

JPII

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This study investigates the intersection between academic self-concept and the efficacy of Nature-Based Science Instruction (NBSI) in shaping the educational experiences of future science teachers. A mixed-methods design, encompassing the Academic Self-Concept Questionnaire and Nature-Based Science Instruction Assessment, enabled a comprehensive exploration of this dynamic. The research found that self-efficacy and self-competence, key components of self-concept, significantly determine the success of NBSI. These elements shape and are shaped by the learning environment, with reflective practices within NBSI notably enhancing academic self-concept and learning outcomes. The study's conclusions provide new insights into educational psychology, emphasizing the necessity of incorporating psychological factors into science curriculum development for more effective pedagogical strategies.

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Analysis of Articles on the Nature of Science between 2015 and 2022

Uyar,

Uludağ Kırçıl,

Uluçınar Sağır

2024

Participatory Educational Research

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It is evident that knowing the nature of science is a requirement for “science education”, which serves as the basis of conscious citizenship. For this reason, articles concerning the nature of science that were published in the Web of Science and EBSCOhost database between 2015 and 2022 were examined in this study in order to establish a broad framework and develop a research road map. A qualitative design approach and a descriptive review method were used. The keywords "Nature of Science (NoS) and Science Education" and "Teaching of Nature of Science (NoS) and Science Education" were used. The majority of the 107 articles on the nature of science that have been examined preferred qualitative research designs, and "Science & Education" is the publication that has published the most articles on the subject in 2017-2018-2020, pre-service teachers were mostly preferred as the sample group, it was applied to groups of “21-50” people as the sample group, open reflective approach was preferred as the teaching approach, the most commonly used method-technique was “discussion”, the activities used in the articles were generally standard, semi-structured interview form was preferred as the evaluation tool and “VNOS-C” was deployed as the questionnaire. Studies may be conducted within the boundaries of further lectures on the topic and internationally published theses.

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Argumentation based nature of science instruction: Influence on pre-service science teachers’ NOS views and practicing

Cited by 3 publications

References 32 publications

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

Preservice Teachers’ Level of Knowledge on Elements and Rationale for Nature of Science: Towards Advancing Quality Instruction

The Role of Self-Concept in Modulating the Effectiveness of Nature-Based Science Instruction

Analysis of Articles on the Nature of Science between 2015 and 2022

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