How In-service Science Teachers Integrate History and Nature of Science in Elementary Science Courses

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dc.authoridEsme Hacıeminoğlu: 0000-0001-9318-3931
dc.contributor.authorHacıeminoğlu, Esme
dc.date.accessioned2020-01-18T21:03:02Z
dc.date.available2020-01-18T21:03:02Z
dc.date.issued2014
dc.departmentNEÜ, Ahmet Keleşoğlu Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümüen_US
dc.description.abstractThe purpose of this study is to investigate how the in-service science teachers (IST) perceptions and practices about curriculum and integration of the history of science (HOS) and the nature of science (NOS) affect their science courses. For this aim, how ISTs integrated the NOS and HOS in their elementary science courses for understanding of the NOS, the results of this integration, and how the ISTs NOS views influenced their science teaching practices were examined. In this phenomenological study purpose and criterion sampling methods were used. Nine ISTs constituted the sample of the study. A constant comparative method was utilized for the data analysis. Multiple data sources and different evaluators were used for triangulation. The current study revealed that all the teachers in the study do their best to implement the science and technological curriculum; however, the implementation of the curriculum is not at the expected level. Also our findings indicated that the teachers views about NOS did not directly influence their educational practices. In addition, knowing how to teach NOS is an important factor for a teachers transfer of their knowledge and understanding of NOS to their classroom, as well as the teachers NOS views. In this process some possible problems such as creating misconceptions, not explaining the NOS aspects effectively, differences in the students beliefs, individual differences, and problems in the classroom environment might emerge and negatively affect the teachers integration of NOS and HOS.en_US
dc.identifier.citationHacıeminoğlu, E. (2014). How in-service science teachers integrate history and nature of science in elementary science courses. Kuram ve Uygulamada Eğitim Bilimleri, 14, 1, 353-372.
dc.identifier.endpage372en_US
dc.identifier.issn1303-0485en_US
dc.identifier.issn2148-7561en_US
dc.identifier.issue1en_US
dc.identifier.startpage353en_US
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TVRVMU9ERTBOQT09/how-in-service-science-teachers-integrate-history-and-nature-of-science-in-elementary-science-courses
dc.identifier.urihttps://hdl.handle.net/20.500.12452/1424
dc.identifier.volume14en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofKuram ve Uygulamada Eğitim Bilimlerien_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US]
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectHistory of scienceen_US
dc.subjectIn-service teacheren_US
dc.subjectNature of scienceen_US
dc.subjectSchool science curriculumen_US
dc.subjectTeaching practicesen_US
dc.titleHow In-service Science Teachers Integrate History and Nature of Science in Elementary Science Coursesen_US
dc.typeArticleen_US

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