Pre-service chemistry teachers’ VNOST and their conceptions about the context of OLED and related chemistry contents

Kusuma, D. C.; Mudzakir, Ahmad; Widhiyanti, Tuszie

doi:10.1088/1742-6596/1157/4/042037

Cited by 2 publications

(3 citation statements)

References 7 publications

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“…The results of this study also show the same thing as the research conducted by Lokollo, Hernani, & Mudzakir (2019) wherein science goals, 44.1% of preservice chemistry teachers have a realistic view. Likewise, a study conducted by Kusuma, Mudzakir, & Widhiyanti (2019) in which 70.73% of pre-service chemistry teachers had a practical perspective. In this section, there is a change that is better than the first view of students regarding the definition of science, which was previously in the Has Merit category.…”

Section: Resultsmentioning

confidence: 99%

“…Initially educators have a naïve view or do not have an adequate understanding of Nature of Science and Technology (NOST), but with a change of view of Nature of Science and Technology (NOST) in the realist category provides a practical difference in the development of pedagogy and teaching of educators (Mansour, 2010). Likewise research conducted by Kusuma, Mudzakir, & Widhiyanti (2019) where the views of Pre-service chemistry teachers are generally in the Has Merit category or statements that selected by pre-service chemistry teachers on the VNOST questionnaire are groups of reports that indicate conditions that are not entirely true even though there are parts of the statement that are still in accordance with the general view of science, scientific concepts, and scientific theories (Rubba & Harkness, 1993).…”

Section: Introductionmentioning

confidence: 99%

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Exploring View of Nature of Science and Technology Pre-Service Chemistry Teachers

2019

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This study aims to explore the views of pre-service chemistry teachers on the nature of science and technology. Pre-service chemistry teachers’ view of nature of science and technology (VNOST) is very important to help their students later in understanding the concepts of science. This research is the initial stage in didactical design research involving 48 pre-service chemistry teachers from Sriwijaya University. The descriptive method is used to explain the results of the analysis of pre-service chemistry teachers’ VNOST. Student views were assessed using the VNOST questionnaire, consisting of 8 questions and guided by the discourse of ionic liquid technology. Data collection uses a survey containing the views of pre-service chemistry teachers on VNOST and where each statement grouped according to three categories, namely "Realistic" (R), "Has Merit" (HM), and Naïve (N). The results showed that in general, students have the view of Has Merit (HM), or the belief that they chose is not entirely correct even though there are parts of statements that are still by the general view of science. The results of this student VNOST exploration are the basis for developing learning designs that are oriented to the realist answers of each question so that learning designs are produced based on aspects of the Nature of Science and Technology.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring View of Nature of Science and Technology Pre-Service Chemistry Teachers

2019

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“…One of the studies from Tairab which shows the importance of the perspective of educators and students of prospective educators on science and technology or the View of Nature of Science and Technology (VNOST) to improve students' scientific literacy [14]. In addition, a study conducted by Kusumah on pre-service teachers by providing a VNOSTcharged questionnaire showed the VNOST level of prospective chemistry teachers at the Has Merit level [18]. According to Tairab to support learning that connects science and technology, teachers must have relevant knowledge about the nature of science and technology (VNOST) first [14].…”

Section: Introductionmentioning

confidence: 99%

How the Profile of Student’s Views on the Nature of Science and Technology?

Nurhadi¹,

Hernani²,

Musthapa³

et al. 2020

Proceedings of the 4th Asian Education Symposium (AES 2019)

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This study aims to provide a profile of students' views on the nature of Science and Technology or VNOST as a basis for the development of didactic designs that can teach aspects of technology in high school chemistry learning. This study involved 196 students who were randomly selected from grades XI from one of the secondary schools in Bandung. The modified VNOST questionnaire was used as a research instrument consisting of four aspects, namely: 1) the view of science, the purpose of science, the purpose of scientific research, 2) the view of technology, 3) the view of scientific knowledge and scientific theory, and 4) the view of the relationship between science, technology, and society. Each statement in the questionnaire was classified as "Realist", "Has Merit", and "Naïve". The data obtained were analyzed on each item using a frequency distribution to the students' VNOST group. "Realist" VNOST is used as a good indicator of VNOST views. The results revealed that most students have VNOST at the "Has Merit" level, which means that students' views on the nature of science and technology are still lacking and need to be improved. For this reason, educators need to integrate science and technology in science learning in schools.

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Pre-service chemistry teachers’ VNOST and their conceptions about the context of OLED and related chemistry contents

Cited by 2 publications

References 7 publications

Exploring View of Nature of Science and Technology Pre-Service Chemistry Teachers

Exploring View of Nature of Science and Technology Pre-Service Chemistry Teachers

How the Profile of Student’s Views on the Nature of Science and Technology?

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