Science Teachers’ Views about NOS and the Place of NOS in Science Teaching

Mıhladız, Gülcan; Doğan, Alev

doi:10.1016/j.sbspro.2014.01.787

Cited by 14 publications

(9 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is in line with the results of previous studies, which stated that competency improvement programs like this significantly reflected the experience of teachers and increased their understanding of NOS (Adibelli Sahin & Deniz, 2017) and (Cofré, Cuevas, & Becerra, 2017). It is also corroborated by other studies that state that training activities like this need to be carried out to provide an understanding of NOS and how to pursue it (Mıhladız & Doğan, 2014). Not only for teachers, but this program also needs to be built since someone becomes a prospective teacher so that their readiness in teaching the nature of science can be more mature (Adi & Widodo, 2018).…”

Section: Discussionsupporting

confidence: 90%

Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

Jaenudin

Aisyiah

Suryani

et al. 2021

View full text Add to dashboard Cite

The 2013 curriculum thematic learning book is used as the primary textbook in thematic learning in elementary schools. This study aims to describe the Nature of Science (NOS) content in the book. This study used a descriptive quantitative research design with the research objects are thematic learning textbooks for 2013 curriculum elementary school students from grades 1-6. Data were collected through observation techniques using a research instrument that contains the analysis of the aspects of the NOS. The data are analyzed through grouping, scoring, determining the validity and reliability, then describing and drawing conclusions. The results showed that the level of content of the NOS in the thematic learning books of the 2013 curriculum elementary school students was 12%, so that it could be categorized as significantly less. These data illustrate that the aspects of the NOS in thematic books already exist but have not been fully presented explicitly, correctly, entirely, and consistently.

show abstract

Section: Discussionsupporting

confidence: 90%

Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

Jaenudin

Aisyiah

Suryani

et al. 2021

View full text Add to dashboard Cite

show abstract

“…For example, “scientific concepts, such as atoms, black holes, and species, are functional theoretical models rather than faithful copies of realities” (N. Lederman ( 2007 , p. 834). In Turkey, Mihladiz and Dogan ( 2014 ) ascertained elementary science teachers subscribing to similar incorrect views. These findings also mirror reports from past research conducted by Torres et al ( 2015 ) and Torres and Vasconcelos ( 2015 ) in Portugal.…”

Section: Discussionmentioning

confidence: 99%

Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study

Dorji

Jatsho²,

Choden

et al. 2022

Discip Interdscip Sci Educ Res

View full text Add to dashboard Cite

This study investigated Bhutanese science teachers’ conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers’ open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists’ work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers’ perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers’ perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers’ perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.

show abstract

“…One of the most significant objectives of science education is to enhance the scientific literacy of students. It can only be possible by understanding the nature of science (AAAS, 1990(AAAS, , 1993Millar and Osborne, 1998) science teachers must have a clear understanding level for NOS in this regard (Mıhladız & Doğanb, 2013). The university teachers must have a complete understanding of NOS because a large number of science learners need to concept clarification in order to produce critical thinkers in society.…”

Section: Statement Of Problemmentioning

confidence: 99%

Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science

Choudhary

Noor

Javeed

2020

GSSR

View full text Add to dashboard Cite

The focus of the research was to find science teachers' philosophy about the nature of science NOS in philosophical perspectives serving in the public sector universities of Pakistan. The descriptive research method was used to investigate the difference in perceptions of the science teachers about NOS on the basis of gender and subject. An online questionnaire was utilized in order to gather data from respondents. Different constructs of NOS were identified to explore. The female teachers had more understandings about NOS than male teachers. The teachers of mathematics were positivists and decontextualized view of NOS. Male teachers were having an inductivist view of NOS. Physics teachers believed in inductivism. The teachers of chemistry were having process and realism view of NOS. Mathematics teachers were found to have contextualized NOS. It is recommended to provide orientation to science teachers in order to build NOS towards concept clarification during the process of the teaching-learning process.

show abstract

Science Teachers’ Views about NOS and the Place of NOS in Science Teaching

Cited by 14 publications

References 17 publications

Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

Content analysis of the nature of science on elementary thematic textbooks 2013 curriculum

Bhutanese science teachers’ perceptions of the nature of science: a cross-sectional study

Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science

Contact Info

Product

Resources

About