Improving science teachers' nature of science views through an innovative continuing professional development program
Yazarlar (6)
Doç. Dr. Eda ERDAŞ KARTAL Kastamonu Üniversitesi, Türkiye
William W. Cobern
Western Michigan University, Amerika Birleşik Devletleri
Western Michigan University, Amerika Birleşik Devletleri
Öğr. Gör. Nihal Dogan Bolu Abant İzzet Baysal Üniversitesi, Türkiye
Serhat Irez
Marmara Üniversitesi, Türkiye
Marmara Üniversitesi, Türkiye
Prof. Dr. Gultekin Cakmakci Hacettepe Üniversitesi, Türkiye
Doç. Dr. Yalcin Yalaki Hacettepe Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | International Journal of Stem Education (Q1) | ||
| Dergi ISSN | 2196-7822 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 12-2018 |
| Cilt / Sayı / Sayfa | 5 / 1 / 1–10 | DOI | 10.1186/s40594-018-0125-4 |
| Makale Linki | https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-018-0125-4 | ||
| UAK Araştırma Alanları |
Fen Bilgisi Eğitimi
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| Özet |
| Background: This study describes how teachers’ nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers’ NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs. |
| Anahtar Kelimeler |
| Nature of science | Professional development | Science education | Teacher education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 30 |
| Scopus | 39 |