Investigating the development of pre-service science teachers’ NOSI views and related teaching practices

Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course

“…Literature shows that the knowledge about SI and SPs are not translated into instructional practices easily (Bjønness & Knain, 2018;, which requires understanding of these components during the years of teacher training by the help of explicit inquiry-based instructional activities and engaging in pedagogical inquiry activities (Cigdemoglu and Koseoglu, 2020;Choi et al, 2019). Another study that is consistent with our findings, conducted by Mesci, Çavuş-Güngören, and Yesildag-Hasancebi (2019), found that PSSTs' views that all scientific investigations begin with a question (SI 1), and there is no single methodology (SI 2) improved, whereas their understanding that inquiry procedures are guided by the question (SI3), same procedures may not get the same results (SI 4), inquiry procedures influence the results (SI 5), and conclusions are drawn from data (SI 6) were not changed significantly throughout a science laboratory course including 5E-based lesson planning. On the other hand, the results of the current study contradict with their findings about understanding the difference between data and evidence (SI 7).…”

“…Depending on these results, it seems necessary to integrate elaborative discussions and reflections on the inquiry procedures are guided by the question (SI 3), same procedures may not get the same results (SI 4), inquiry procedures influence the results (SI 5), conclusions are drawn from data (SI 6), and the difference between data and evidence (SI 7) into laboratory application course. Mesci et al (2019) suggested to teach SI aspects in an explicit and reflective manner and encourage PSSTs to use these concepts in their own teaching. However, depending on the findings of the current study, more deliberate attempts addressing each aspect of SI seem necessary.…”

Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

“…It is important for teachers to understand NOSI, which guides scientific research and forms the basis of scientific knowledge (Zion & Mendelovici, 2012). Most studies (Baykara & Yakar, 2020;Crawford et al, 2005;Crawford et al, 2010;Dudu, 2014;Karışan et al, 2017;Lederman et al, 2019;Mesci et al, 2020;Mesci & Kartal, 2021;Wang & Zhao, 2016;) have aimed at identifying and developing the views of secondary and high school teachers. The findings of the limited number of studies conducted with early graders' teachers show that these teachers/pre-service teachers have naive views and misconceptions about NOSI (Aydemir et al, 2017;Deniz & Akerson, 2013;Koyunlu-Ünlü, 2020;Perez & Diaz-Moreno, 2022).…”

Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası

“…Bilimin doğası ve bilimsel sorgulamanın doğasının epistemolojik ve pedagojik olarak birbiriyle ilişkili kavramlar olduğu düşünüldüğünde, uzun yıllardır bilimin doğası öğretiminde kullanılan yaklaşımlarla elde edilen sonuçlara bakarak bilimsel sorgulamanın doğası öğretiminde kullanılacak yaklaşımlarla ilgili çıkarımda bulunmak mümkündür. Bu bağlamda, bilimsel sorgulamanın doğasının öğretimi sürecinde bilimsel sorgulamanın bileşenlerini açık/yansıtıcı (explicit/reflective) bir şekilde vurgulamak önemlidir (Leblebicioğlu vd, 2020;Lederman, 2019;Mesci, Çavuş-Güngören ve Yesildag-Hasancebi, 2020). Öğrenci merkezli bir yaklaşım olarak değerlendirilen açık/yansıtıcı öğretim yaklaşımı (Khishfe ve Abd-El-Khalick, 2002), öğrencileri bilimsel bir araştırma sırasında ne yaptıkları, bu süreçte yapılanların bilim insanlarının çalışmalarını ve üretilen bilimsel bilgiyi nasıl etkilediği hakkında bağlantı kurabilmeleri, öğrencilerin bu süreçte elde ettikleri bilgileri önceki öğrenme deneyimleri ile ilişkilendirebilmeleri ve öğrencilerin öğrenmelerine açık geri bildirimler ile değerlendirme sürecidir.…”