About this paper

Appears in:
Pages: 8317-8324
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0897

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

INVESTIGATING DISCIPLINARY DIFFERENCES OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ EPISTEMOLOGICAL UNDERSTANDING OF SCIENCE

N. Dogan1, S. Cavus-Gungoren2, F. Ogan-Bekiroglu3

1Abant Izzet Baysal University (TURKEY)
2Giresun University (TURKEY)
3Marmara University (TURKEY)
This experimental case study focused on pre-service science and mathematics teachers’ epistemological understanding of science and how they define the concept of “science”. A total of 75 pre-service teachers participated and were engaged in different contextualized and de-contextualized nature of science (NOS) activities in courses through one college semester. Qualitative data were collected via an open-ended questionnaire (VNOS-C, Form-C -Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002), and a concept map which was constructed by the researchers using the participants’ definitions of “science”. The participants’ responses to the VNOS-C were categorized as “naïve”, “emergent” and “informed”. Furthermore, a chi-square test was used to compare the percentages of categories for the pre- and post-instruction views. The results indicated that, there was a positive change in the views of both groups of pre-service teacher regarding the aspects of NOS, with the most significant positive changes being observed in the aspects of tentativeness, subjectivity, social and cultural embeddedness, creativity. It was also observed that the pre-service science teachers were more informed about epistemology of theories and laws and scientific method than the pre-service mathematics teachers. The results of the current study revealed that the activities that are conducted using an explicit reflective approach play a positive role.
@InProceedings{DOGAN2016INV,
author = {Dogan, N. and Cavus-Gungoren, S. and Ogan-Bekiroglu, F.},
title = {INVESTIGATING DISCIPLINARY DIFFERENCES OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ EPISTEMOLOGICAL UNDERSTANDING OF SCIENCE},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0897},
url = {http://dx.doi.org/10.21125/iceri.2016.0897},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {8317-8324}}
TY - CONF
AU - N. Dogan AU - S. Cavus-Gungoren AU - F. Ogan-Bekiroglu
TI - INVESTIGATING DISCIPLINARY DIFFERENCES OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ EPISTEMOLOGICAL UNDERSTANDING OF SCIENCE
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0897
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 8317
EP - 8324
ER -
N. Dogan, S. Cavus-Gungoren, F. Ogan-Bekiroglu (2016) INVESTIGATING DISCIPLINARY DIFFERENCES OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ EPISTEMOLOGICAL UNDERSTANDING OF SCIENCE, ICERI2016 Proceedings, pp. 8317-8324.
User:
Pass: