International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2021, Vol. 17(1) 421-438

What Do Pre-service Science Teachers Views about the Nature of Scientific Inquiry?

Seda Çavuş-Güngören & Elif Öztürk

pp. 421 - 438   |  DOI: https://doi.org/10.29329/ijpe.2021.329.27   |  Manu. Number: MANU-2007-08-0005

Published online: February 01, 2021  |   Number of Views: 175  |  Number of Download: 866

Save PDF

Abstract

The nature of scientific inquiry is a concept associated with the nature of science and is an important product of inquiry-based teaching. Inquiry-based teaching is an important method proposed in science education all over the world. The aim of this study is to determine the pre-service science teacher’s views about nature of scientific inquiry. As a data collection tool, The Views about Scientific Inquiry (VASI) questionnaire which developed by Lederman et al. (2014) was used. The questionnaire was translated in to Turkish by the researchers, and experts were assisted by their opinions and arrangements. The pilot data of the study were obtained with the participation of 56 pre-service teachers in the mathematics teacher program and 252 pre-service science teachers participate to get the main data. In addition, semi-structured interviews were conducted with 10 pre-service teachers. The results of the data variety are used to confirm the analysis of each other. In the analysis of the data, the participant's views are coded as uncategorized, naive, mixed, and informed. The results are presented as frequency and percentage. The data were evaluated by comparing with the pre-service teachers' grade levels.  It was determined that the views of pre-service teachers about nature of scientific inquiry were not sufficient, but they were informed in terms of some aspects.

Keywords: Scientific Inquiry, Scientific Inquiry Questionnaire, VASI, Pre-Service Teachers

How to Cite this Article?

APA 6th edition
Cavus-Gungoren, S. & Ozturk, E. (2021). What Do Pre-service Science Teachers Views about the Nature of Scientific Inquiry? . International Journal of Progressive Education, 17(1), 421-438. doi: 10.29329/ijpe.2021.329.27

Harvard
Cavus-Gungoren, S. and Ozturk, E. (2021). What Do Pre-service Science Teachers Views about the Nature of Scientific Inquiry? . International Journal of Progressive Education, 17(1), pp. 421-438.

Chicago 16th edition
Cavus-Gungoren, Seda and Elif Ozturk (2021). "What Do Pre-service Science Teachers Views about the Nature of Scientific Inquiry? ". International Journal of Progressive Education 17 (1):421-438. doi:10.29329/ijpe.2021.329.27.
References
  1. Abd-El-Khalick & Akerson (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers' views of nature of science. Science Education. 88 (5), 785-810. [Google Scholar]
  2. American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy: A project 2061 report. New York: Oxford University Press. [Google Scholar]
  3. Aldan Karademir, Ç. (2013). Öğretmen adaylarının sorgulama ve eleştirel düşünme becerilerinin öğretmen öz yeterlik düzeyine etkisi. Yayınlanmamış Doktora Tezi, Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü: Aydın. [Google Scholar]
  4. Balım, A. G., & Taşkoyan, N.(2007). Fene yönelik sorgulayıcı öğrenme becerileri algısı ölçeğinin geliştirilmesi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 21, 58-63. [Google Scholar]
  5. Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). California: Sage. [Google Scholar]
  6. Cresswell, J.W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th edition), Boston: Pearson. [Google Scholar]
  7. Çavuş Güngören S., & Öztürk E.(2016). Turkish adaptation of the views about scientific inquiry VASI and examine pre-service mathematics teachers views about scientific inquiry. VI. International Congress on Research in Education (ICRE). [Google Scholar]
  8. Ecevit, T. & Kaptan, F. (2019).  Fen öğretmen adaylarının argümantasyon destekli araştırma-sorgulamaya dayalı öğretim yeterliliklerin geliştirilmesi. Elementary Education Online, 18(4), 2041-2062. Available at: . Date accessed: 06 feb. 2020. [Google Scholar]
  9. Gaigher, E., Lederman N, Lederman J. (2014). Knowledge about Inquiry: A Study in South African High Schools. International Journal of Science Education. 36(18), 3125-3147.  [Google Scholar]
  10. İnaltekin, T. & Akçay, H. (2012). Fen ve teknoloji öğretmenliği adaylarının sorgulamaya dayalı fen öğretimi öz-yeterliliklerinin incelenmesi. X. Ulusal Fen ve Matematik Kongresi, Niğde üniversitesi, Niğde, 27-30 Haziran 2012. [Google Scholar]
  11. Kaleli Yılmaz, G. (2014). Durum çalışması. Mustafa Tekin (Ed.), Eğitimde bilimsel araştırma yöntemleri içinde (s. 261-285). Ankara: Pegem.  [Google Scholar]
  12. Karamustafaoğu, S., & Celep Havuz, A.  (2016). Inquiry based learning and its effectiveness. International Journal of Assessment Tools in Education, 3, (1), 40-54. [Google Scholar]
  13. Karışan, D., Bilican, K., & Şenler, B. (2017). The adaptation of the views about scientific inquiry questionnaire: a validity and reliability study, Inonu University Journal of the Faculty of Education, 18(1), 326-343. DOI: 10.17679/inuefd.307053 [Google Scholar]
  14. Kayacan, K., & Selvi, M. (2017). Öz Düzenleme faaliyetleri ile zenginleştirilmiş araştırma-sorgulamaya dayalı öğretim stratejisinin kavramsal anlamaya ve akademik öz yeterliğe etkisi. Kastamonu Eğitim Dergisi, 25 (5), 1771-1786. Retrieved from https://dergipark.org.tr/en/pub/kefdergi/issue/31226/342736 [Google Scholar]
  15. Kelley, T. R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 11. DOI 10.1186/s40594-016-0046-z [Google Scholar]
  16. Kızılaslan, A., Sözbilir, M., & Yaşar, M. D. (2012). Inquiry based teaching in Turkey: A content analysis of research reports. International Journal of Environmental & Science Education, 7(4), 599-617. [Google Scholar]
  17. Leblebicioglu, G., Abik, N.M., Capkinoglu, E. et al. (2019). Science camps for introducing nature of scientific ınquiry through student ınquiries in nature: two applications with retention study. Res Sci Educ, 49, 1231–1255. https://doi.org/10.1007/s11165-017-9652-0 [Google Scholar] [Crossref] 
  18. Lederman, J.S., Lederman, N.G. Bartos, S.A. Bartels, S.L. Meyer, A.A. & Schwartz R.S. (2014). Meaningful assessment of learners’ understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51 (1), 65–83 http://dx.doi.org/10.1002/tea.21125  [Google Scholar]
  19. Lederman, N. G. (2006). Research on Nature of Science: Reflections on the Past, Anticipations on the Future. Asia-Pasific Forum on Science Learning and Teaching. 7 (1).  [Google Scholar]
  20. Li, X. Y., Wang, L. S., Shen, J. L., Wang, J. Y., Hu, W. P., Chen, Y. H., & Tian, R. H. (2018). Analysis and comparison of scientific inquiry activities in eighth-grade physics textbooks in China. Journal of Baltic Science Education, 17(2), 229–238. [Google Scholar]
  21. Merriam, S. B. (2009). Qualitative research. A guide to design and implementation. San Francisco: Jossey-Bass.  [Google Scholar]
  22. Merriam, S. B. (2013). Nitel araştırma. Desen ve uygulama için bir rehber. (S. Turan. Çev.). Ankara: Nobel.  [Google Scholar]
  23. Mesci, G., Çavuş-Güngören, S., & Yesildag-Hasancebi, F. (2020) Investigating the development of pre-service science teachers’ NOSI views and related teaching practices, International Journal of Science Education, 42(1), 50-69, DOI:10.1080/09500693.2019.1700316  [Google Scholar]
  24. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. CA: Sage. [Google Scholar]
  25. Minner, D, Levy, A & Century J, (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Science Teaching, 47(4), 474-496. [Google Scholar]
  26. Ministry of National Education [MoNE]. (2013/2018). İlköğretim kurumları fen bilimleri dersi öğretim programı [Primary education institutions’ science instruction program]. Ankara: Talim Terbiye Kurulu Başkanlığı. [Google Scholar]
  27. National Research Council [NRC]. (2011). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press. [Google Scholar]
  28. National Research Council. (1996). National science education standards. Washington. DC: National Academic Press. [Google Scholar]
  29. National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press. [Google Scholar]
  30. Özgelen, S., Hacıeminoğlu, E., & Yılmaz-Tüzün, Ö. (2007, August). Investigation the effect of inquiry method on developing prospective teachers’ science Turkish adaptation of the competence scale for learning science: process skills through word association test. Paper presented at the European Science Education Research Association (ESERA), Malmö, Sweden. [Google Scholar]
  31. Perry, V. R., & Richardson, C. P. (2001). The New Mexico Tech Master of Science Teaching Program: An Exemplary Model of Inquiry-Based Learning. 31 st ASEE/IEEE Frontiers in Education Conference. [Google Scholar]
  32. Şahin, B. (2009). Metodoloji, bilimsel araştırma yöntemleri. A. Tanrıöğen (Editör), Bilimsel Araştırma Yöntemleri, Ankara: Anı. [Google Scholar]
  33. Sarı, U., Güven, G. & Bakır Güven, G. (2013). Etkileşimli tahta destekli sorgulamaya dayalı fizik öğretiminin başarı ve motivasyona etkisi ve öğretmen adaylarının öğretime yönelik görüşleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 7 (2), 110-143 . DOI: 10.12973/nefmed204 [Google Scholar]
  34. Şaşmaz Ören, F., & Sarı, K. (2019). ‘Web of science’ veri tabanında fen eğitimi üzerine yapılan araştırmaya dayalı öğrenme stratejisi konulu çalışmaların değerlendirilmesi. Elementary Education Online,18(4), 1875-1901. [Google Scholar]
  35. Schwartz, R.S., Lederman, N.G. & Lederman, J.S. (2008). An instrument to assess views of scientific ınquiry: The VOSI questionnaire. Annual Meeting Of The National Association For Research In Science Teaching, Baltimore, MD. [Google Scholar]
  36. Şenler, B. (2014). Turkish adaptation of the competence scale for learning science: validity and reliability study [Fen Öğrenme Becerisi Ölçeği'nin Türkçe Uyarlaması: Geçerlik ve Güvenirlik Çalışması]. Journal of Theory and Practice in Education/Eğitimde Kuram ve Uygulama, 10(2), 393-407. [Google Scholar]
  37. Schwartz, R. S. (2004). Epistemological views in authentic science practice: A cross-discipline comparison of scientists’ views of nature of science and scientific inquiry. Oregon State University, Corvallis, OR.  [Google Scholar]
  38. Timur, B.,& Kıncal, R. Y. (2010). İlköğretim 7. sınıf fen bilgisi dersinde sorgulamalı öğretimin (inquiry teaching) öğrenci başarısına etkisi. Türk Eğitim Bilimleri Dergisi, 8(1), 41-65. [Google Scholar]
  39. Wu, H.-K.,& Krajcik J.S. (2006). Inscriptional practices in two inquiry-based classrooms: A case study of seventh graders’ use of data tables and graphs. Journal of Research in Science Teaching, 43(1), 63–95. [Google Scholar]
  40. Yılmaz, Z. & Karamustafaoğlu, S. (2015). Öğretmen adaylarının sorgulama becerilerinin farklı değişkenler açısından incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 347-363. [Google Scholar]
Download
Metric
History
Related

Volume 17 Issue 1

February 2021

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.