Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Köseoğlu, Pınar; Köksal, Mustafa Serdar

doi:10.12973/eurasia.2015.1383a

Cited by 7 publications

(7 citation statements)

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“…What is the basis, and what is the threshold, for qualifying and defending our private and public understandings as “knowledge”? There is a substantial body of work on epistemology related to science education that primarily dates back to Hofer and Pintrich ( 1997 ), Perry ( 1970 ), and Schommer ( 1990 ), including more recent work specifically addressing both epistemological belief and views of the nature of science (e.g., Cho et al, 2011 ; Huling, 2014 ; Koseoglu & Köksal, 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science

et al. 2022

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Science includes the fundamental attributes of durability and uncertainty; hence, we teach about the “tentative yet durable” nature of science. Public discourse can be different, where one hears both confidence about “settled science” and doubts about “just theories.” The latter observation gives rise to the possibility that emphasis on learning the tentative nature of science offers some people the actionable option of declining to accept canonical science. Our paper reports the findings from initial and replication exploratory studies involving about 500 preservice, elementary/middle school teacher education students at a large Midwestern public university. Using a survey method that included opportunities for student comments, the study tested hypotheses about confidence in the veracity, durability, tentativeness, and trustworthiness of science. We found that most students embrace noncontroversial science as correct, and that almost all embraced the tentative nature of science regardless of what they thought about controversial topics. However, when asked about the trustworthiness of science, many students were not willing to say that they trust scientific knowledge. Even students strongly supportive of science, including controversial science, responded similarly. And why did they say that science is not trustworthy? The explanation echoed by many students was that scientific knowledge is tentative. Our paper concludes with implications for instruction and research. Our findings suggest that it would be prudent for science educators to increase instructional focus on the relationship between data and evidence that leads to the durability of scientific knowledge. Future research needs to thoroughly investigate the public interpretation of what we teach about the nature and characteristics of science, and for the implications it might have on how scientific knowledge is or is not incorporated in the development and implementation of public policy.

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Section: Discussionmentioning

confidence: 99%

Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science

et al. 2022

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“…The nature of science is the understanding of science as knowledge, processes, attitudes, and social change [9]. The fact of science as such knowledge is durable, unabsolutely or uncertainly [10]. In addition science knowledge is tentative because the subject of knowledge changes with the discovery of the latest facts [9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

“…The fact of science as such knowledge is durable, unabsolutely or uncertainly [10]. In addition science knowledge is tentative because the subject of knowledge changes with the discovery of the latest facts [9][10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

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Promoting Nature of Science Understanding for Elementary School through Joyful Learning Strategy

Anggoro

Widodo

Thoe

et al. 2022

JPES

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Most of students, teachers and preservice teachers has not understood the nature of science by. Even though the teacher's understanding of the nature of science that properly and mastery will affect students' the ability to do open mind, imagination, and creativity. The purpose of this study is to implement a learning plan that develops open mind, imagination, and creativity using Joyful Learning Strategy. The mixed methods used and the participants were 223 preservice elementary teachers (41 males and 182 females) and 32 elementary school students (10 males and 22 females). The questionnaire of NOS and joyful learning observation worksheet were validated. Data analysis used descriptive with percentage and qualitative descriptive. The results showed many preservice elementary teachers have misunderstanding about science as product, process, attitude and social interaction. Through joyful learning can develop students' students' the ability to do open mind, imagination, and creativity. Some suggestions are Joyful Learning with integrated learning will be able to generate students' the ability to do open mind, imagination, and creativity when the teacher understands the nature of science properly. The learning environment of the classroom and school facilities and non-physical interaction between teachers and students become important factors of joyful learning success.

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“…The studies on topics such as the effects of cognitive and motivational factors on success (Sadi & Çakıroğlu, 2014;Demir, Öztürk & Dökme, 2012;Reyes et.al, 2012;Henning & Shulruf, 2011), metacognition (Whitebread et.al., 2009;Topcu&Tüzün, 2009), learning approaches (Chiou et al, 2012;Bliuc et al, 2011), scientific epistemological beliefs (Sadi & Uyar, 2015;Köseoğlu & Köksal, 2015;Tümkaya, 2012;Liang & Tsai, 2010), learning conceptions and strategies (Sadi & Lee, 2015;Chiou, Liang & Tsai, 2012;Tsai, 2004;Dart et al, 2000;Schommer, 1998;Pillay et al, 2000) have drawn attention lately. Educational researchers have emphasized that students" individual characteristics such as conceptions of learning, their beliefs about learning, their self-discipline skills and their locus of control orientation might affect their learning approaches, learning strategies, and consequently, their academic achievement (Hofer &Pintrich 1997, Schommer, 1998Dart et al, 2000;Pillay et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Relational Analysis of High School Students’ Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

Sadi

2017

EURASIA J MATH SCI T

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The purpose of this study was to analyze the relation between students" cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students" learning strategies and conceptions of learning. First of all, it was found that students preferred higher-level conceptions of learning such as "increasing knowledge", "seeing in a new way", and "understanding" to lower-level conceptions such as "memorizing", "preparing for exams" and "calculating and practicing". According to the results of regression analysis, it was seen that "memorizing" and "application" was common among the high school students while predicting the cognitive learning strategies. Moreover, the students who had higher-level conceptions of learning had a tendency to use strategies such as "organization," "elaboration," and "critical thinking." The students who adopted "memorizing" as a lower-level conception of learning preferred "rehearsal" learning strategy. However, "memorizing" as a lower level conception of learning also positively predicts "organization," "elaboration" and "critical thinking." This special condition, which did not show parallelism with the related literature, was taken into consideration and interpreted when discussing the relational analysis of link between conceptions of learning and cognitive learning strategies.

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Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Cited by 7 publications

References 55 publications

Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science

Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science

Promoting Nature of Science Understanding for Elementary School through Joyful Learning Strategy

Relational Analysis of High School Students’ Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

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