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...

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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
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container_title Science education international
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creator Jale Cakiroglu
Mustafa Serdar Koksal
description 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.
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Elementary Science Teachers
Nature of Science
title Examining science teacher’s understandings of the NOS aspects through the use of knowledge test and open-ended questions
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