Examining science teacher’s understandings of the NOS aspects through the use of knowledge test and open-ended questions

The nature of science aspects (NOS) are the most emphasized theme inmany curriculum and reform attempts. Teachers as a curriculumimplementer in the classroom play important role for policy, arrangementsand classroom experiences on NOS understandings of students. Researchersgenerally assessed the tea...

Full description

Saved in:
Bibliographic Details
Published in:Science education international 2010-09, Vol.21 (3), p.197-211
Main Authors: Jale Cakiroglu, Mustafa Serdar Koksal
Format: Article
Language:English
Subjects:
Assessment of NOS
Elementary Science Teachers
Nature of Science
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The nature of science aspects (NOS) are the most emphasized theme inmany curriculum and reform attempts. Teachers as a curriculumimplementer in the classroom play important role for policy, arrangementsand classroom experiences on NOS understandings of students. Researchersgenerally assessed the teachers’ NOS conceptions using open-endedquestions plus interview in limited samples. However, in the literature, therehave been some critics on this way of assessment. For that reason, this studyaims to assess elementary science teachers’ (N=47) NOS conceptions byusing “Open-ended questions” and “Knowledge test”. The results showedexistence of some misunderstandings on NOS and the participants’responses to knowledge test and open-ended questions gave similar patternin terms of ten aspects of NOS, except for three aspects.
ISSN:1450-104X
2077-2327