The Relationship between Teacher Candidates’ Views of the Nature of Science and Their Problem Solving Skills

Ocak, İjlal

doi:10.12973/iji.2018.11329a

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…Scientific literacy ability consists of knowledge and understanding of scientific concepts (Dani, 2009 ) and covers literacy in science and technology (Genç, 2015 ). The most crucial aim of science education is to educate science-literate people who understand the nature of science is also an essential aspect of scientific literacy ability (Ocak, 2018 ). Every individual must have scientific literacy ability, including scientific knowledge, scientific process skills, and a scientific attitude.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

et al. 2023

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Virtual laboratory is computer software that has the ability to perform mathematical modeling of computer equipment presented in the form of simulations. Virtual laboratory is not a substitute for real laboratory, but are used to complement and improve the weaknesses of real laboratory. This study aims to determine the effect of virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course. The design of this research is quasi-experimental. The sample in this study was 102 students (12-14 years old) in a lower-secondary school in the city of Yogyakarta, Indonesia, used as experiment 1 group 1 ( n = 34), experiment 2 group ( n = 34), and control group ( n = 34). The three groups (experiment 1, experiment 2, and control) were tested with pretest and posttest. Experiment 1 group used virtual laboratory combination with demonstration methods, experiment 2 group used only virtual laboratory, and the control group used only a demonstration method. Scientific literacy ability was measured using multiple-choice tests before and after treatment. Statistical tests on mixed methods ANOVA were used to determine how effective the use of virtual laboratory combination with demonstration methods was in improving scientific literacy ability. The research result based tests of Within-Subjects Effects showed that there is a difference between the pretest-posttest scores of scientific literacy ability (F = 10.50; p < 0.05) in each group. The results based pairwaise comparison show that the significance value is <0.05, and there is a significant increase in the pretest-posttest scores of scientific literacy ability in every group. The result of effect size (partial eta squared) shows that the experiment 1 group to increase scientific literacy ability is 84.5%; experiment 2 group is 78.5%; control group is 74.3%. So, it can be concluded that experiment 1 group (virtual laboratory combination with demonstration methods) provides the most effective contribution to improving scientific literacy ability when compared to experiment 2 group virtual laboratory only) and control group (demonstration methods only).

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Section: Literature Reviewmentioning

confidence: 99%

Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

et al. 2023

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“…Every individual needs to understand the NOS to become scientifically literate [9], [10]. Scientifically literate individuals possess scientific knowledge, grasp scientific processes, and apply scientific knowledge in their daily lives [5], [11]. NOS understanding is required to recognize the scientific community's standards, realize society's moral commitment, and promote a positive attitude toward science [12].…”

Section: Introductionmentioning

confidence: 99%

“…NOS understanding is required to recognize the scientific community's standards, realize society's moral commitment, and promote a positive attitude toward science [12]. Individuals who understand NOS can comprehend their surroundings, make decisions, be knowledgeable about scientific, personal, and social issues [10], and solve everyday problems [11].…”

Section: Introductionmentioning

confidence: 99%

“…If NOS is not involved in science curriculum and science implementation, science instruction will fail to instill the philosophy of science education in students [23]. Therefore, we need a learning approach that can inspire NOS in students [11]. The current study was intended to combine project-based learning and mind mapping (PjBL-MM) to develop students' understanding of NOS.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing students’ nature of science understanding through project-based learning and mind mapping

Sukaesih

Zubaidah

Mahanal

et al. 2022

IJERE

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This study aimed to investigate students' understanding of the nature of science (NOS) in project-based learning combined with mind mapping (PjBL-MM), students' NOS understanding across gender, and PjBL-MM and gender interaction's effect on students' NOS understanding of conservation education. It employed a pretest-post-test non-equivalent group design. The research population consisted of first-year students at the Biology Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang, Central Java, Indonesia. Thus, the study consisted of 98 students (40 males and 58 females) selected randomly from three different classes. The students' NOS understanding was assessed using the views of NOS type B questionnaire. The learning models' effectiveness was tested using ANCOVA. The results showed a significant difference in students' NOS understanding, PjBL-MM group reported the highest NOS score among all treatment groups in the Conservation education course. There is a significant difference NOS understanding between male and female students. Females outperformed males in NOS understanding. However, PjBL-MM and gender interaction did not affect students' NOS understanding. This study is expected to encourage the implementation of PjBL-MM to improve the students' NOS understanding. The educators are also expected to empower NOS understanding through students' active participation in science by implementing project-based learning combined with mind mapping techniques.

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The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

Sarıtaş,

Kızkapan

2024

Tech Know Learn

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The Relationship between Teacher Candidates’ Views of the Nature of Science and Their Problem Solving Skills

Cited by 5 publications

References 20 publications

Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

Effect of science virtual laboratory combination with demonstration methods on lower-secondary school students’ scientific literacy ability in a science course

Enhancing students’ nature of science understanding through project-based learning and mind mapping

The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

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