Development and validation of nature of science instrument for elementary school students

Hacıeminoğlu, Esme; Yılmaz‐Tüzün, Özgül; Ertepınar, Hamide

doi:10.1080/03004279.2012.671840

Cited by 13 publications

(13 citation statements)

References 45 publications

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“…The fact that so many instruments are being developed to assess NOS learning indicates the importance attributed to this subject. One recent example is the Nature of Science Instrument (NOSI) developed by Hacıeminoğlu, Yılmaz-Tüzün, and Ertepınar (2014). This instrument is a 13 item three point Likert scale developed to assess sixth, seventh, and eighth grade elementary students' NOS views.…”

Section: Discussionmentioning

confidence: 99%

Measuring Nature of Science Views of Middle School Students

Yalaki

Doğan

İrez

et al. 2019

International Journal of Assessment Tools in Education

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Developing scientific literacy for all students is the most often stated purpose of contemporary science education. Nature of science (NOS) is seen as an important component of scientific literacy. There are various perceptions of NOS in the science education community and NOS itself is an ever-changing construct. This makes it challenging to develop instruments for measuring understanding of NOS at different levels. Many instruments have been developed and are being developed to assess NOS learning, which indicates the importance attributed to this subject. In this study, we developed a multiple-choice test to measure NOS understanding of middle school students. The instrument was applied to 1397 middle school students. The 24 item multiple-choice test had KR-20 reliability coefficient of 0.74. A 12 item multiple-choice test created as a subset of the 24 items of the original test. This test was easier and had higher discrimination, which can provide useful measurement data about students' understanding of NOS for diagnostic or formative purposes.

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Section: Discussionmentioning

confidence: 99%

Measuring Nature of Science Views of Middle School Students

Yalaki

Doğan

İrez

et al. 2019

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

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“…One of the main reasons is the boredom that students experience. Boredom that results from learning based on textbooks and teacher-centered approach and poor teaching environments (Hacıeminoğlu, Yılmaz-tüzün, & Ertepınar, 2014). Hence, the potential of elementary school students going through to study science in high school is small.…”

Section: Breaking the "Magic Circle" Of Teacher Shortagesmentioning

confidence: 99%

Active or Passive-What Do Pre-Service Science Teachers Prefer in Their Professional Training?

Gal¹

2020

WJER

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The integration of PCK into CK courses base on diverse learning environments and student-centered approach has enabled the development of a Knowledge-Pedagogy-Student-Centered—KPSC teaching approach. This approach has made experiential, interesting and challenging learning accessible to in-depth learning. Moreover, it raises the self-efficacy to adopt this approach in the future. Consistent with the positive feelings of the pre-service teachers when using KPSC, the science lessons in the schools may look different and thus increase the potential to motivate people into becoming science teachers. In summary, this approach has enabled the development of a teaching model based on food web. 1) Similar to the open system of the food web, the effect of implementing KPSC does not end with the boundaries of the classroom. Family, friends and spouses are affected by in-depth learning; 2) There is no single central figure in KPSC and the teacher and students make a great contribution to the learning process; 3) Similar to the relationship within and between the trophic levels, there is an extensive relationship between the lecturer and the students and the students themselves; 4) Similar to the biodiversity in the food web, there is a personal development of the students that creates a variety of learners.

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“…El instrumento NOSI (Hacıeminoğlu et al 2014) fue traducido al castellano siguiendo un método de validación intercultural, según el cual un traductor bilingüe tradujo los ítems del inglés al español (foreward translation), y otro tradujo los ítems del español nuevamente al idioma original (back translation). Finalmente, ambos traductores y el autor de este trabajo revisaron conjuntamente la equivalencia entre la versión original y la versión traducida, adaptando algunos ítems al nivel de comprensión y conocimiento de los estudiantes españoles de Educación Primaria de esta muestra.…”

Section: Traducción Del Instrumento Nosiunclassified

Comprensión de aspectos epistémicos de la naturaleza de la ciencia y valoración de su dimensión social

Toma

2020

rev_eureka_enseñ_divulg_cienc

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Resumen: La importancia de la naturaleza de la ciencia (NdC) reside en varias suposiciones teóricas que no han sido contrastadas de forma empírica. Este estudio examina la presunción de que una comprensión apropiada algunos aspectos epistémicos de la NdC estaría relacionada con una mayor valoración de la ciencia, en 6º curso de Educación Primaria (N = 341). Los resultados revelan actitudes más positivas en los estudiantes con concepciones apropiadas de los aspectos «naturaleza provisional» y «observaciones e inferencias», lo que ofrece apoyo empírico al argumento cultural para la enseñanza de la NdC en el nivel elemental. Si bien estos hallazgos subrayan el valor educativo de la NdC, se requiere el desarrollo de futuros estudios que adopten una conceptualización de la NdC que supere las limitaciones de la denominada en la bibliografía como visión de consenso.

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Development and validation of nature of science instrument for elementary school students

Cited by 13 publications

References 45 publications

Measuring Nature of Science Views of Middle School Students

Measuring Nature of Science Views of Middle School Students

Active or Passive-What Do Pre-Service Science Teachers Prefer in Their Professional Training?

Comprensión de aspectos epistémicos de la naturaleza de la ciencia y valoración de su dimensión social

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