Abstract:

Since the start of the 21st century there has been focus on what are called 21st century skills, with science for all students. Scientific literacy is an important 21st-century skill within the context of science education since various problems are solved by thinking creatively and through the use of science and technology. Hence, science teachers must have a combination of science knowledge and teaching knowledge, and they need to apply innovative strategies with modern Technologies in their classroom practice. This is especially key in teacher education. Therefore, in this research, I present my Nature of Science (NOS) & History of Science (HOS) course experiences applying blended PBL and HOS with technology approaches. The purpose of the study was to determine the effectiveness of these approaches for teaching and learning of science. Data were collected with open ended questions. The Nature of Science & History of Science course components were explicit NOS and SI instruction, explicit HOS instruction, PBL instruction, lesson plan, and creative writing for a scientist’s biography. Explicit NOS, HOS and PBL instruction was embedded during contextually relevant intervals, and participants were also engaged in various PBL scenarios at contextually relevant intervals. The assessment of the course consisted of three items: a blended PBL and HOS lesson plan, creative writing for a scientist’s biography, and a portfolio. Scientist’s biography and portfolio were not used as sources of data in this study. Lesson plan has 6 stages. First, it begins with the topic or activity being related to the previous units. Second, formation lap section where linking a variety of subjects’ examples may be one of the most forcing to encourage students’ learning. Third, students are given a hands-on experience of ill structures problems. This problem intend to explore solving problem to excite students while introducing the very real concepts of problem, what is the problem, how they know-need to know- Do or action, how is generate possible solutions, identify best solution and share the best solution with their class. This section is also suitable for learning scientific inquiry. Fourth, assessment of this PBL with open ended questions. Fifth, this activity is intended to be awareness and appreciation of the scientific appeal and understanding of science and culture through History for science literacy. Sixth, assessment of whole activities including HOS with open ended questions, playing game or puzzle. Results showed that preservice science teachers felt blended PBL and HOS instruction approach was fundamental enough to use in the classroom, necessary for teacher effectiveness. Preservice science teachers indicated that one of the factors that challenge them from using this approach in classroom was finding ill structure problem constraints.

Acknowledgment:
This research is supported by the Scientific Research Projects of Abant İzzet Baysal University (Project number: BAP-2017.02.04.1184).

Keywords:

Problem Based Learning, Historical Base Approach, Blended Learning, Teaching, Pre-sevice Science Teachers, Scientific Literacy.