Teaching nature of science to chemistry teachers: How do their views change?

Ağlarcı O.

XVIII Ioste Symposium, Malmö, İsveç, 13 - 17 Ağustos 2018

  • Yayın Türü: Bildiri / Tam Metin Bildiri
  • Basıldığı Şehir: Malmö
  • Basıldığı Ülke: İsveç


One of the major aims of science education is scientific literacy. The nature of science (NOS) is one of the main goals of achieving scientific literacy. The aim of the study is to determine chemistry teachers' views’ of NOS; to develop their views with explicit-reflective activities based on their initial understandings and to investigate their views about science. The study was designed as a qualitative case study. 6 female and 5 male chemistry teachers who were also master students in chemistry education department participated in the study. The data of the study were collected with Views of Nature of Science Questionnaire-Form C (VNOS-C) and interviews with the participants. The data was analyzed by content analysis. Generic and context-specific NOS activities were used to underline the NOS aspects in the intervention. The findings showed that chemistry teachers held naïve and eclectic understanding of NOS prior to the intervention. Even though a small number of teachers still held their eclectic ideas, most teachers stated more informed views after the intervention. In the light of the findings, some recommendations will be given for future science education and NOS studies.