Assessment of Scientific Process Skills, Scientific Literacy, and the Nature of Science

2020 ◽  
pp. 133-150
Author(s):  
Amy J. Catalano ◽  
Michael A. Marino
Keyword(s):  
Nature Of Science ◽  
Scientific Literacy ◽  
Process Skills ◽  
Scientific Process

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

scholarly journals The effect of nature of science activities on 4.th grade students’ scientific process skills

2020 ◽  
Vol 17 (2) ◽  
pp. 558-571
Author(s):  
Ü. Gülözge Türköz
Keyword(s):  
Nature Of Science ◽  
Quantitative Research ◽  
English Summary ◽  
Process Skills ◽  
Scientific Process ◽  
Science Process Skills ◽  
Quantitative Research Methods ◽  
Fourth Grade Students ◽  
The World ◽  
Science Activities

Scientific process skills are the foundations of science and allows doing research and drawing conclusions. Scientific process skills, perhaps one of the most important tools to produce and edit information about people around the world. Therefore, the students needed to have the understanding and skills to do scientific researches. Hence, the aim of this study is to investigate the effect of nature of science activities on elementary 4th grade students’ scientific process skills. The study group of the study is 65 fourth grade students educating in Denizli in a medium socio-economic elementary school in the term of 2012-2013. The study was conducted with quantitative research methods. One group pretest-posttest measurement in this study was applied to the experimental model. For data collection; scientific process skills scale was used. The application of the study lasted 9 weeks and all students were given the scales as pretest and posttest. The results showed that there are significant differences between pretest and posttest with respect to science process skills in favor of posttests. ​Extended English summary is in the end of Full Text PDF (TURKISH) file.   Özet Bilimsel süreç becerileri, bilimin temelidir ve araştırma yapmayı ve sonuç çıkarmayı sağlar. Bilimsel süreç becerileri, kişinin etrafındaki dünya hakkında bilgiler üretmesi ve düzenlemesi için belki de en önemli araçlardan biridir. Bu yüzden, öğrencilerin, bilimsel araştırma yapmak için gerekli anlayışa ve becerilere sahip olmaları gereklidir. Buradan hareketle bu çalışmanın amacı Bilimin doğası etkinliklerinin ilkokul 4. Sınıf öğrencilerinin bilimsel süreç becerilerine etkisini incelemek olarak belirlenmiştir. Bu çalışma kapsamında deneme modeli türlerinden deneme öncesi, tek grup ön ölçüm-son ölçüm modeli kullanılmıştır. Denizli ili merkezinde bulunan orta sosyo-ekonomik düzeydeki ilkokullardan birinde, 2012-2013 eğitim-öğretim yılında öğrenim gören 4. sınıf öğrencileri kapsamında (65 öğrenci) uygulamalar yapılmıştır. Çalışma kapsamında veri toplama aracı olarak “Bilimsel Süreç Becerileri” testi kullanılmıştır. Bu testin 4. Sınıf öğrencilerinin bilimsel süreç becerilerini ölçmek amacıyla seçilmesinin temel nedenlerinden birisi alan yazında Fen Bilimleri dersi kapsamında geliştirilmiş ve yayınlanmış en yeni test olmasıdır. Çalışma sonucunda bilimin doğasına yönelik etkinliklerle öğrenim gören çalışma grubu öğrencilerinin bilimsel süreç becerileri ölçeği son-ölçümden aldıkları puanların ortalaması, ön-ölçümde aldıkları puanların ortalamasından yüksek çıkmıştır.

scholarly journals THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS

2017 ◽  
Vol 16 (3) ◽  
pp. 395-413
Author(s):  
Bilge Can ◽  
Vesile Yıldız-Demirtaş ◽  
Erdi Altun
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Nature Of Science ◽  
Quantitative Data ◽  
Education Programme ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
Group Project ◽  
Experimental Group

The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education. Keywords: active learning, nature of science, project based science education, preschool education, scientific process skills.

scholarly journals Development of Practicum Instruction Module Based on Project Based Learning (PjBL) Integrated with Science Process Skills and Scientific Literacy

2021 ◽  
Vol 7 (SpecialIssue) ◽  
pp. 104-111
Author(s):  
Marjanah Marjanah ◽  
Ekariana Pandia ◽  
Nursamsu Nursamsu
Keyword(s):  
Scientific Literacy ◽  
Student Assessment ◽  
Biology Education ◽  
Project Based Learning ◽  
Student Response ◽  
Process Skills ◽  
Scientific Process ◽  
Validation Data ◽  
Student Responses ◽  
Gain Score

This research aims to produce a valid practicum instruction module; the result of student assessments regarding the practicum instruction module; there are good results of students’ scientific process skills; there is an increase in students' scientific literacy; and student responses to the practicum instruction module. This type of research refers to the 4-D model. The research subjects are Even Semester students for the 2020-2021 academic year. The research was carried out at the Biology Education Study Program, Universitas Samudra. The research instrument consisted of validation sheets, observation sheets, test questions, and questionnaires. The data analysis technique in this study consisted of validation data presented in the form of a percentage; student assessment of the practicum instruction module using percentages process skills data analyzed by N-gain score; learning outcomes were analyzed by N-gain score, and; student responses are presented in the form of a percentage. The results of the practicum module validation are categorized as good with a score of 87.5%; The results of student assessment of the practicum instruction module on product trials are categorized as good in terms of indicators of content feasibility, presentation feasibility, and language; The scientific process skills of students before and after conducting product trials of 0.63% are categorized as high; The scientific literacy ability of students is 0.56%, means it has increased; Student response to the practicum Instruction module is positive

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.

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