| الوصف: |
The purpose of this study is to investigate science teachers’ views of the nature of science (NOS) based on the framework of Reconceptualized Family Resemblance Approach to NOS (RFN) (Erduran & Dagher,2014; Kaya & Erduran, 2016b). Using the categories of the RFN framework; aims and values, scientific knowledge, scientific method and methodological rules, scientific practices, social-institutional aspect of science, science teachers’ views on NOS, views about RFN integration into their instruction, and views about the curricular emphasis of RFN is investigated. Data were collected from 13 in-service science teachers through semi-structured interviews. Using maximum variation sampling, taking courses or attending seminars about NOS/HOS/POS, reading books about NOS/HOS/POS, and teachers’ education level were considered to be able to increase diversity. Interview responses were analyzed using the qualitative content analysis. Results showed that graduate-student teachers showed more informed views regarding NOS. Teachers who had naïve understanding regarding NOS could not provide consistent and meaningful connections from the curriculum. Concerning the NOS integration into their instructions, findings revealed that teachers who had spent more time on NOS tended to include the aspects more than others. ; Bu çalışmanın amacı, fen bilimleri öğretmenlerinin bilimin doğasına ilişkin görüşlerini Yeniden Kavramsallaştırılmış Aile Benzerliği Yaklaşımı’na Dayalı Bilimin Doğası (RFN) çerçevesinde incelemektir (Erduran & Dagher, 2014; Kaya & Erduran; 2016b). RFN’nin beş kategorisini kullanılarak, bilimin amaç ve değerleri, bilimsel pratikler, bilimsel bilgi, bilimsel metotlar ve metodolojik kurallar, bilimin sosyal-kurumsal boyutu, fen bilimleri öğretmenlerinin bilimin doğası hakkındaki görüşleri, RFN’nin fen derslerine entegrasyonu hakkındaki görüşleri ve RFN’nin fen bilimleri dersi öğretim programındaki vurgusu hakkındaki görüşleri araştırılmıştır. 13 fen bilimleri öğretmeninden yarı-yapılandırılmış ... |
