International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2015, Vol. 11(1) 113-131

The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers' Views of Nature of Science

Canay Pekbay, & Serkan Yilmaz

pp. 113 - 131

Publish Date: February 15, 2015  |   Single/Total View: 55/441   |   Single/Total Download: 66/758

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Abstract

This study aims to explore the influence of nature of science (NOS) activities based on explicit- reflective and historical approach on preservice elementary teachers' views of NOS aspects. Mixed- method approach including both qualitative and quantitative methods was used. The sample consisted of 83 preservice elementary teachers of a public university. Activities in experimental group were prepared as per explicit-reflective approach, whereas per historical approach in the other group. Views of NOS questionnaire was applied both as a pretest and posttest to explore students' views about NOS aspects. During a 3-week application, worksheets were used and we benefited from observation checklists to control potential threats to internal validity. While content analysis method was used in qualitative analysis; frequency, percentage, Wilcoxon sign and Mann-Whitney tests were facilitated in quantitative part. Results indicated that students who experienced explicit-reflective instruction made statistically significant gains in their views of NOS aspects and accordingly some implications were presented.

Keywords: Nature of science, explicit-reflective approach, historical approach, preservice teachers

How to Cite this Article?

APA 7th edition
Pekbay, C., & Yilmaz, S. (2015). The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers’ Views of Nature of Science. International Journal of Progressive Education, 11(1), 113-131.

Harvard
Pekbay, C. and Yilmaz, S. (2015). The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers’ Views of Nature of Science. International Journal of Progressive Education, 11(1), pp. 113-131.

Chicago 16th edition
Pekbay, Canay and Serkan Yilmaz (2015). "The Effect of Explicit-Reflective and Historical Approach on Preservice Elementary Teachers’ Views of Nature of Science". International Journal of Progressive Education 11 (1):113-131.

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