scholarly journals View of Nature of Science (VNOS) Form B: An Instrument for Assessing Preservice Teachers View of Nature of Science at Borneo University Tarakan

2017 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Listiani Listiani ◽  
Arieaf Ertha Kusuma
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Nature Of Science ◽  
Science Teachers ◽  
Biology Teachers ◽  
Preservice Science Teachers ◽  
Science Concepts ◽  
Bahasa Indonesia

VNOS form B is an instrument that has been developed and revised to assess the view of nature of science of preservice science teachers through nature of science aspects.Indeed, students and teachers have to have the view of nature of science to avoid misconceptions of science concepts. Unfortunately, research on the view of Nature of Science is less conducted in Indonesia. This is a qualitative research that was conducted in Borneo University Tarakan. Respondents are preservice biology teachers in the sixth semester. The first step of this research is translating and adapting the VNOS form B into Bahasa Indonesia to make sure that the instrument is culturally fit to Indonesian and the transadapted instrument then given to the respondents. The result shows that the VNOS form B can be applied to assess the view of nature of science of preservice biology teachers. However, the result also shows that most of preservice biology teachers have few understanding on aspects of nature of scince.

scholarly journals Pemahaman Aspek-Aspek dalam Hakikat Sains (Nature of Science) oleh Guru Sekolah Dasar di Wilayah 4P (Pedalaman, Perbatasan, Perkotaan, dan Pesisir)

2017 ◽  
Vol 1 (4) ◽  
pp. 241
Author(s):  
Muhsinah Annisa ◽  
Listiani
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Nature Of Science ◽  
Conceptual Understanding ◽  
Natural Science ◽  
School Teachers ◽  
The Usa ◽  
Science Concepts ◽  
Bahasa Indonesia

Nature of Science knowledge understanding can be related to natural science conceptual understanding. It is expected that having understanding in nature of science concepts will minimize misconception in science concepts. Therefore, every teacher should understand aspects on nature of science. Because of the importance of nature of science, a research on elementary school teachers’ understanding on nature of science in 4P areas (rural, bordered, coastal, and urban) should be done. This research is aimed to to know the use of View of Nature of Science form B that has been translated and adapted to Bahasa Indonesia. This is qualitative research, in which focusing on evaluating elementary school teachers’ view of nature of science and the use of transadapted VNOS form B questionnaire that has been developed by Lederman and El-Khalick in the USA. Indeed, there are six aspect of Nature of Science that has been measured using VNOS form B. The result shows that most of respondents are naïve in understanding those six NOS aspects. 

scholarly journals The Effect of Documentary Films on Preservice Science Teachers’ Views of Nature of Science

2019 ◽  
Vol 2 (3) ◽  
pp. 97-107
Author(s):  
Hakan Şevki Ayvacı ◽  
Dilek Özbek
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Documentary Films ◽  
Science Courses ◽  
Preservice Science Teachers ◽  
Post Test ◽  
History Of

Understanding the nature of science, one of the most important dimensions of scientific literacy, is regarded as an absolute necessity in science education. To teach students the nature of science, science teachers should emphasize the nature of science in the classrooms. This is possible through the training of science teachers with knowledge of the nature of science. In this study, documentary films were used to teach preservice science teachers about the nature of science. This study aims to investigate the effect of nature of science course conducted with documentary films on preservice science teachers’ views of nature of science. The study, in which the experimental design was used, was conducted with 30 preservice teachers in nature of science and history of science courses. Throughout the courses, documentary films were watched, and nature of science aspects of the documentary films was discussed. The Views of Nature of Science Questionnaire (VNOS-C) was used as pre-test and post-test, and the data were analyzed with SPSS. As a conclusion, preservice science teachers’ views regarding the nature of science were enhanced after the implementation.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

scholarly journals Effectiveness of Lesson Study Approach on Preservice Science Teachers’ Beliefs

2017 ◽  
Vol 10 (6) ◽  
pp. 36 ◽  
Author(s):  
Zeha Yakar ◽  
Duygu Turgut
Keyword(s):  
Preservice Teachers ◽  
Science Teachers ◽  
Lesson Study ◽  
Teaching Method ◽  
Student Centered ◽  
Learning And Teaching ◽  
Study Approach ◽  
Preservice Science Teachers ◽  
Teachers Beliefs ◽  
Beliefs About Learning

Beliefs influence teacher decision in the classroom. Because of this reason, understanding teachers’ beliefs is important. It is also critical to study teachers’ beliefs who integrate science in the classroom. In this study, the effects of microteaching with lesson study approach on preservice science teachers’ beliefs about learning and teaching have been analyzed. Teachers’ Beliefs Interview (TBI) has been used for determining the development of preservice science teachers’ beliefs about learning and teaching. At the end of the study, it was determined that through microteaching with lesson study approach, preservice science teachers’ beliefs improved in a positive way that their beliefs significantly changed toward more student-centered. The findings from this study support the notion that application micro teaching with lesson study in Science Teaching Method Course has postitive impact on preservice teachers’ beliefs.

scholarly journals Turkish Primary Science Teachers’ Views on An Ideal Teacher Education System

2017 ◽  
Vol 12 (4) ◽  
pp. 193-201
Author(s):  
Ahmet Altindag ◽  
Hunkar Korkmaz Korkmaz
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Science Teachers ◽  
Education System ◽  
Teacher Educators ◽  
Primary Science ◽  
Highly Qualified ◽  
Ideal Teacher ◽  
Preservice Science Teachers ◽  
System Components

The goals of this descriptive study were to determine Turkish preservice science teachers’ views on an ideal teacher education system. The sample consisted of 137 preservice teachers including 74 females and 63 males. The questionnaire was based on the open-ended questions and was developed to investigate an ideal teacher education system components as perceived by the preservice science teachers. Descriptive statistics were used to analyse the data. The results of this study shown that the Turkish preservice science teachers defined an ideal teacher education system components in the following: the personality of the teachers, the teacher educators as possessing professional knowledge, teacher education curriculum, and professional development process. These results and implications are discussed in the context of increasing expectations for demanded highly qualified teachers under provisions of the teacher education studies.   Keywords: Teacher Education; Primary Science Teachers; Ideal Teacher Education

scholarly journals Preservice Science Teachers’ Misconceptions About Evolution

2020 ◽  
Vol 8 (2) ◽  
pp. 38
Author(s):  
Ayla Karataş
Keyword(s):  
Science Teachers ◽  
Basic Problem ◽  
Biology Teachers ◽  
Preservice Science Teachers ◽  
Living Things ◽  
Basic Source

Misconceptions/misunderstandings are a basic problem often encountered in topics in education. “Misunderstandings” commonly observed about evolution makes it difficult for biology teachers to teach this topic. Reasons that are related to teachers are a basic source of misconceptions. Misconceptions can increase incrementally if their source is teachers. This study aims to determine the nature and scope of nonscientific views about evolution in preservice science teachers. An important step in correcting misconceptions or misunderstandings is to first determine the frequently observed misunderstandings. This study investigates and compares the misconceptions of students who have completed an evolution course and those who have not. The results showed that an evolution course considerably decreased the misconceptions. The most frequently observed misconceptions were; considering evolution as the effort to bring living things to perfection, associating evolution only with Darwin, identifying evolution with metamorphosis, thinking that living things evolve to accommodate, and having only a human-focused perspective about evolution. The idea that believing in evolution is an alternative to believing in a creator; that it is not possible for someone to believe in a creator and, at the same time in evolution, or vice versa also appeared as a noteworthy misconception revealed by the study.

scholarly journals Integration of Mobile Augmented Reality (MAR) Applications into the 5E Learning Model in Biology Teaching

2020 ◽  
Vol 4 (1) ◽  
pp. 93
Author(s):  
Nevin Kozcu Cakir ◽  
Gokhan Guven ◽  
Cuneyd Celik
Keyword(s):  
Preservice Teachers ◽  
Academic Success ◽  
Science Teachers ◽  
Digital Technology ◽  
Structured Interview ◽  
Attitude Scale ◽  
Preservice Science Teachers ◽  
Teaching Biology ◽  
Biology Laboratory ◽  
Academic Year

This research aims to determine the effect of MAR′s integration into 5E learning in teaching biology. Particularly, its impact on the academic success of the preservice teachers and their attitudes towards digital technology is studied. To this end, the convergent parallel mixed research method is used. The study was conducted with the 31 preservice science teachers in a General Biology Laboratory Course in the 2018-2019 academic year. As the data collection tools, “Achievement Test with Open-Ended Questions”, “Attitude Scale towards Digital Technology” and “Semi-Structured Interview Form” were used. The evaluation of the research results indicates that MAR practices in the biology laboratory have increased the academic success and positively affected the attitudes of preservice teachers towards digital technology. Moreover, preservice teachers expressed that applications of MAR facilitated their learning and understanding, making the lessons more attractive. Accordingly, the use MAR applications are recommended in teaching Biology to examine various anatomical structures.

scholarly journals Development of Social and Culture Aspects Pre-service Science Teachers on Learning for Nature of Science

2022 ◽  
Vol 8 (1) ◽  
pp. 204-208
Author(s):  
Euis Nursa'adah ◽  
Bhakti Karyadi ◽  
Ratu Eva Febriani ◽  
Ahmad Mudzakir
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Science Learning ◽  
High Technology ◽  
Cultural Dimensions ◽  
Preservice Science Teachers ◽  
Validated Questionnaire ◽  
Essential Components ◽  
Culture In Science ◽  
Authentic Context

Understanding aspects of the Nature of Science (NOS) for preservice science teachers is one of the essential components to be able to understand Science and its processes. There are seven aspects of NOS: empirical, inference, creative, latent theory, tentative, scientific procedural myths, theories and laws of science, social and cultural dimensions, and their embedding in science. There are 48 preservice science teachers involved in this study. Researchers explored their views about NOS and Indigenous Knowledge (IK) through a validated questionnaire. Results showed that the students' opinions on NOS consisted of empirical, tentative, inference, law, scientific theory, and creativity. Meanwhile, aspects of laden theory, myths of scientific procedures, and social and cultural dimensions embedded with science have not been described by students. Fortunately, the students presented IK as an authentic context based on the culture in science learning.  Students express IK ideas: 1) biomedicine (40 students), Biopesticide (2 students), beauty ingredients (2 students), additives (1 student), and supernatural medicine (1 student). Integrating Science and IK as an authentic context in science learning leads IK toward high technology and strengthens NOS aspects. In addition, the assumption that IK has no future is declining.

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