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class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111154204/Etkinliklerle_Bilimin_Dogas%C4%B1n%C4%B1n_%C3%96gretimi">Etkinliklerle Bilimin Dogasının Ögretimi</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Desteklenmesi (BİDOMEG) Projesi, Etkinliklerle Bilimin Doğasının Öğretimi. Bu kitabın üretildiği ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Desteklenmesi (BİDOMEG) Projesi, Etkinliklerle Bilimin Doğasının Öğretimi. Bu kitabın üretildiği proje TÜBİTAK tarafından desteklenmiş olup, Milli Eğitim Bakanlığı işbirliği ve Abant İzzet Baysal Üniversitesi, Hacettepe Üniversitesi ve Marmara Üniversitesi ortaklığında yürütülmüştür. Kitaptaki her bölümün telif hakkı bölümün yazarına aittir. Kitabın herhangi bir kısmı veya tümü yazarların yazılı izni alınmaksızın kullanılamaz. Kitap editörü ve yazarları kitapta yer alan tüm fikir, görüş ve metotları paylaşmayabilir. iv Teşekkür BİDOMEG projesini destekleyerek bu kitabın ortaya çıkmasını mümkün kılan başta TÜBİTAK olmak üzere, Milli Eğitim Bakanlığına, Bolu İl Milli Eğitim Müdürlüğüne, Abant İzzet Baysal Üniversitesine, Hacettepe Üniversitesine ve Marmara Üniversitesine teşekkürlerimizi sunarız. Bu kitap TÜBİTAK (SOBAG) tarafından desteklenen 111K527 numaralı BİDOMEG projesi kapsamında üretilmiştir. Bilimin toplum ve kültüre bağımlılığı: Bilim, oluşturulduğu ve pratiğe dönüştürüldüğü toplumun yapısından, kültürel değerlerden ve çevreden etkilenen bir insan etkinliğidir. Toplumlardaki kültürel değerler ve beklentiler, bilim ve bunun pratik uygulamalarını etkiler. Bir insan girişimi olan bilim, sosyal ve kültürel çevreden etkilenerek gelişmesine devam eder veya politik, sosyal ve dini faktörler bu gelişimi sekteye uğratabilir. Örneğin ortaçağ Avrupa'sında bazı dini baskılar bilimsel bilginin oluşum sürecine olumsuz yönde etki etmiştir. 1600 yılında Giordano Bruno'nun ileri sürdüğü görüşleri sebebiyle yakılması ve özellikle 1633-1642 yılları arasında Galileo Galilei'nin bilimsel çalışmaları sebebiyle siyasi ve dini baskılara maruz kalması bunlara örnek olarak verilebilir. Bilimde yaratıcılık ve hayal gücünün yeri: Mantığın kullanılması ve delillerin bu çerçevede incelenmesi bilim için gerekli ancak yeterli değildir. Bilimsel bilginin üretilmesi kaçınılmaz olarak yaratıcılığı ve hayal gücünü gerektirir. Bilim, sanılanın aksine tamamıyla soğuk, mantıklı ve düzenli bir aktivite değildir. Bilim açıklamalar "üretilir" ve bu da bilim insanlarının yaratıcılığını gerektirir. Bilimin bu özelliği bilimde tahmin ve teorik kabullerin önemi ile birlikte, atom, kara delikler, tür gibi gerçekliğin birebir kopyası olmaktan ziyade işlevsel olan teorik modellerin ortaya çıkmasına neden olmuştur. Bilim insanları yaratıcılıklarını ve hayal güçlerini bilimsel bir problemin şekillendirilmesinden araştırmanın tasarımına ve sonuçların yorumlanmasına kadar bütün aşamalarda kullanırlar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bc3f3450efee469b3c23fdf2d841f96a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760998,"asset_id":111154204,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760998/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154204"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154204"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154204; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154204]").text(description); $(".js-view-count[data-work-id=111154204]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154204; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154204']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154204, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bc3f3450efee469b3c23fdf2d841f96a" } } $('.js-work-strip[data-work-id=111154204]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154204,"title":"Etkinliklerle Bilimin Dogasının Ögretimi","translated_title":"","metadata":{"grobid_abstract":"Desteklenmesi (BİDOMEG) Projesi, Etkinliklerle Bilimin Doğasının Öğretimi. 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Bilimsel bilginin üretilmesi kaçınılmaz olarak yaratıcılığı ve hayal gücünü gerektirir. Bilim, sanılanın aksine tamamıyla soğuk, mantıklı ve düzenli bir aktivite değildir. Bilim açıklamalar \"üretilir\" ve bu da bilim insanlarının yaratıcılığını gerektirir. Bilimin bu özelliği bilimde tahmin ve teorik kabullerin önemi ile birlikte, atom, kara delikler, tür gibi gerçekliğin birebir kopyası olmaktan ziyade işlevsel olan teorik modellerin ortaya çıkmasına neden olmuştur. 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Bu kitabın üretildiği proje TÜBİTAK tarafından desteklenmiş olup, Milli Eğitim Bakanlığı işbirliği ve Abant İzzet Baysal Üniversitesi, Hacettepe Üniversitesi ve Marmara Üniversitesi ortaklığında yürütülmüştür. Kitaptaki her bölümün telif hakkı bölümün yazarına aittir. Kitabın herhangi bir kısmı veya tümü yazarların yazılı izni alınmaksızın kullanılamaz. Kitap editörü ve yazarları kitapta yer alan tüm fikir, görüş ve metotları paylaşmayabilir. iv Teşekkür BİDOMEG projesini destekleyerek bu kitabın ortaya çıkmasını mümkün kılan başta TÜBİTAK olmak üzere, Milli Eğitim Bakanlığına, Bolu İl Milli Eğitim Müdürlüğüne, Abant İzzet Baysal Üniversitesine, Hacettepe Üniversitesine ve Marmara Üniversitesine teşekkürlerimizi sunarız. Bu kitap TÜBİTAK (SOBAG) tarafından desteklenen 111K527 numaralı BİDOMEG projesi kapsamında üretilmiştir. Bilimin toplum ve kültüre bağımlılığı: Bilim, oluşturulduğu ve pratiğe dönüştürüldüğü toplumun yapısından, kültürel değerlerden ve çevreden etkilenen bir insan etkinliğidir. Toplumlardaki kültürel değerler ve beklentiler, bilim ve bunun pratik uygulamalarını etkiler. Bir insan girişimi olan bilim, sosyal ve kültürel çevreden etkilenerek gelişmesine devam eder veya politik, sosyal ve dini faktörler bu gelişimi sekteye uğratabilir. Örneğin ortaçağ Avrupa'sında bazı dini baskılar bilimsel bilginin oluşum sürecine olumsuz yönde etki etmiştir. 1600 yılında Giordano Bruno'nun ileri sürdüğü görüşleri sebebiyle yakılması ve özellikle 1633-1642 yılları arasında Galileo Galilei'nin bilimsel çalışmaları sebebiyle siyasi ve dini baskılara maruz kalması bunlara örnek olarak verilebilir. Bilimde yaratıcılık ve hayal gücünün yeri: Mantığın kullanılması ve delillerin bu çerçevede incelenmesi bilim için gerekli ancak yeterli değildir. Bilimsel bilginin üretilmesi kaçınılmaz olarak yaratıcılığı ve hayal gücünü gerektirir. Bilim, sanılanın aksine tamamıyla soğuk, mantıklı ve düzenli bir aktivite değildir. Bilim açıklamalar \"üretilir\" ve bu da bilim insanlarının yaratıcılığını gerektirir. Bilimin bu özelliği bilimde tahmin ve teorik kabullerin önemi ile birlikte, atom, kara delikler, tür gibi gerçekliğin birebir kopyası olmaktan ziyade işlevsel olan teorik modellerin ortaya çıkmasına neden olmuştur. 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Çev...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bireylerin çevre bilinç düzeylerinin geliĢtirilmesi nitelikli bir çevre eğitimiyle mümkündür. Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. AraĢtırma sonuçlarının, Hayat Bilgisi dersi öğretim programları kapsamındaki yenileme çalıĢmalarına ve programın uygulayıcıları olan öğretmenlere önemli bilgiler sağlayacağına inanılmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="103e796e4f16c7b0f57ba55f12a1884f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760997,"asset_id":111154203,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760997/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154203]").text(description); $(".js-view-count[data-work-id=111154203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154203, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "103e796e4f16c7b0f57ba55f12a1884f" } } $('.js-work-strip[data-work-id=111154203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154203,"title":"Environmental Education in Primary Life Science Program","translated_title":"","metadata":{"grobid_abstract":"Bireylerin çevre bilinç düzeylerinin geliĢtirilmesi nitelikli bir çevre eğitimiyle mümkündür. Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. AraĢtırma sonuçlarının, Hayat Bilgisi dersi öğretim programları kapsamındaki yenileme çalıĢmalarına ve programın uygulayıcıları olan öğretmenlere önemli bilgiler sağlayacağına inanılmaktadır.","publication_date":{"day":null,"month":null,"year":2016,"errors":{}},"publication_name":"Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi","grobid_abstract_attachment_id":108760997},"translated_abstract":null,"internal_url":"https://www.academia.edu/111154203/Environmental_Education_in_Primary_Life_Science_Program","translated_internal_url":"","created_at":"2023-12-11T07:34:28.193-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108760997,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108760997/thumbnails/1.jpg","file_name":"16728.pdf","download_url":"https://www.academia.edu/attachments/108760997/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Environmental_Education_in_Primary_Life.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108760997/16728-libre.pdf?1702309860=\u0026response-content-disposition=attachment%3B+filename%3DEnvironmental_Education_in_Primary_Life.pdf\u0026Expires=1734512566\u0026Signature=BIdAwD2tAeTUwbL-dpH9pB3WKb4ZSkkq2TpnEPddjobqdtKKMbe3qWu1xX~ESvlw4Qy3HumJ9g17DyrlIQnuqgUyj8wks39qyWDqu-aFD6It9aSZRGMsCbpRgUqXIHceEtcLaDR5fBcmmn80j8jxw0~G3ml1kdiuwPmtQE7beQFFxa7aJyaryeU2u5-qHa0krsinmwixo3hpFfxtDqjmXIlH06ua4a5OADa3QpX0Mz24r6aMCTuYQ5wkpmIwr-za4siUkrLZPXk0neRGPwKPWp6BpGpGpsuaXUWSWOqmx2miXNLPm5k-LdYQwhZZnIzDzMad6jU6pW1d8Ohds36-zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Environmental_Education_in_Primary_Life_Science_Program","translated_slug":"","page_count":25,"language":"tr","content_type":"Work","summary":"Bireylerin çevre bilinç düzeylerinin geliĢtirilmesi nitelikli bir çevre eğitimiyle mümkündür. Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. AraĢtırma sonuçlarının, Hayat Bilgisi dersi öğretim programları kapsamındaki yenileme çalıĢmalarına ve programın uygulayıcıları olan öğretmenlere önemli bilgiler sağlayacağına inanılmaktadır.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":108760997,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108760997/thumbnails/1.jpg","file_name":"16728.pdf","download_url":"https://www.academia.edu/attachments/108760997/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Environmental_Education_in_Primary_Life.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108760997/16728-libre.pdf?1702309860=\u0026response-content-disposition=attachment%3B+filename%3DEnvironmental_Education_in_Primary_Life.pdf\u0026Expires=1734512566\u0026Signature=BIdAwD2tAeTUwbL-dpH9pB3WKb4ZSkkq2TpnEPddjobqdtKKMbe3qWu1xX~ESvlw4Qy3HumJ9g17DyrlIQnuqgUyj8wks39qyWDqu-aFD6It9aSZRGMsCbpRgUqXIHceEtcLaDR5fBcmmn80j8jxw0~G3ml1kdiuwPmtQE7beQFFxa7aJyaryeU2u5-qHa0krsinmwixo3hpFfxtDqjmXIlH06ua4a5OADa3QpX0Mz24r6aMCTuYQ5wkpmIwr-za4siUkrLZPXk0neRGPwKPWp6BpGpGpsuaXUWSWOqmx2miXNLPm5k-LdYQwhZZnIzDzMad6jU6pW1d8Ohds36-zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111154187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111154187/What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science"><img alt="Research paper thumbnail of What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111154187/What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science">What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the past two decades, a significant body of research has focused on students’ understandin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154187; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154187]").text(description); $(".js-view-count[data-work-id=111154187]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154187; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154187']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154187, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111154187]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154187,"title":"What Did We Do Between 1998-2012 In Turkey? 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In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. 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That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E","email":"OTN1MDJEa2x4U1YxQml2UnVmbm1vT1Y3UWpYcVA0RGJoZ3Y1TmxYK2NOaz0tLXJPNE9oOXVTeTI2Z3ZFZEhNSUVOd1E9PQ==--0c64fbd0a701cacc610489b97fed8461b4dacb59"},"attachments":[],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111154144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111154144/Fen_ve_Teknoloji_%C3%96%C4%9Fretim_Programlar%C4%B1n%C4%B1n_Teknoloji_Okuryazarl%C4%B1%C4%9F%C4%B1_Boyutlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi_Boylamsal_Bir_%C3%87al%C4%B1%C5%9Fma"><img alt="Research paper thumbnail of Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma" class="work-thumbnail" src="https://attachments.academia-assets.com/108760943/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111154144/Fen_ve_Teknoloji_%C3%96%C4%9Fretim_Programlar%C4%B1n%C4%B1n_Teknoloji_Okuryazarl%C4%B1%C4%9F%C4%B1_Boyutlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi_Boylamsal_Bir_%C3%87al%C4%B1%C5%9Fma">Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma</a></div><div class="wp-workCard_item"><span>Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA, 2003). Teknoloji okuryazarı bireylerin yetiştirilebilmesi uygulanan eğitim ve öğretim programlarıyla ilişkilidir. Bu bağlamda, teknoloji eğitimine belirli bir program dâhilinde yer verilen ilköğretim fen eğitiminde, teknoloji okuryazarlığına yönelik çalışmaların programa nasıl yansıdığı önemlidir. Mevcut öğretim programlarının teknoloji okuryazarı bireyler yetiştirme açısından yeterliliğine ilişkin literatürde herhangi bir çalışma bulunmamaktadır. Bu çalışmada, 2000, 2004 ve 2013 yılları ilköğretim fen programları teknoloji okuryazarlığı boyutları açısından incelenmiştir. Analizlerde temel çatı olarak, araştırmacılar tarafından geliştirilen 'Teknoloji Okuryazarlığının Boyutları ve Alt boyutları Tablosu' kullanılmıştır. Sonuçlar, teknoloji okuryazar bireyler yetiştirme bağlamında 2004 yılında geliştirilen öğretim programının, 2000 ve 2013 yıllarında geliştirilen öğretim programlarından daha iyi durumda olduğunu ortaya koymuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="977c78c9de0380b42e84378f14107955" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760943,"asset_id":111154144,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760943/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154144]").text(description); $(".js-view-count[data-work-id=111154144]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154144']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154144, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "977c78c9de0380b42e84378f14107955" } } $('.js-work-strip[data-work-id=111154144]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154144,"title":"Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma","translated_title":"","metadata":{"publisher":"Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi","grobid_abstract":"Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA, 2003). 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Sonuçlar, teknoloji okuryazar bireyler yetiştirme bağlamında 2004 yılında geliştirilen öğretim programının, 2000 ve 2013 yıllarında geliştirilen öğretim programlarından daha iyi durumda olduğunu ortaya koymuştur.","publication_date":{"day":null,"month":null,"year":2015,"errors":{}},"publication_name":"Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi","grobid_abstract_attachment_id":108760943},"translated_abstract":null,"internal_url":"https://www.academia.edu/111154144/Fen_ve_Teknoloji_%C3%96%C4%9Fretim_Programlar%C4%B1n%C4%B1n_Teknoloji_Okuryazarl%C4%B1%C4%9F%C4%B1_Boyutlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi_Boylamsal_Bir_%C3%87al%C4%B1%C5%9Fma","translated_internal_url":"","created_at":"2023-12-11T07:33:36.947-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108760943,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108760943/thumbnails/1.jpg","file_name":"17433.pdf","download_url":"https://www.academia.edu/attachments/108760943/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Fen_ve_Teknoloji_Ogretim_Programlarinin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108760943/17433-libre.pdf?1702309858=\u0026response-content-disposition=attachment%3B+filename%3DFen_ve_Teknoloji_Ogretim_Programlarinin.pdf\u0026Expires=1734512566\u0026Signature=ZVe8Mhugg-8q~uIN4AMZLqBqYrVVJXIn8KQasDkTGFClrp~dyMoIoreHDuHhxzoLmrl00F~gaToP90N1Begvryn2MWCnXuVpbhWycZhni9TlAGz4J~KxjKh7lzEU2OxSxb3dZhoLFTLuq9rHp9TPcNj1zFEqLSZpiyKoKXiOvn-7Cx4BxO9D3oGFraKAqimWl-k9yT3FG~qEggBgOPRBpcb5YaMU75gNzcsepRVk1njG8179a-NQ03Jc-Ni2H4VJn9LRvDWehOCW5SUF~E0Nrsd-cd7Kxpb~pSLxoo~mYcry6hCrzCHCgIdfh5PNRbEANWuqzSQ7EK5iVGrzWvaEjw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Fen_ve_Teknoloji_Öğretim_Programlarının_Teknoloji_Okuryazarlığı_Boyutları_Açısından_İncelenmesi_Boylamsal_Bir_Çalışma","translated_slug":"","page_count":15,"language":"tr","content_type":"Work","summary":"Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA, 2003). Teknoloji okuryazarı bireylerin yetiştirilebilmesi uygulanan eğitim ve öğretim programlarıyla ilişkilidir. Bu bağlamda, teknoloji eğitimine belirli bir program dâhilinde yer verilen ilköğretim fen eğitiminde, teknoloji okuryazarlığına yönelik çalışmaların programa nasıl yansıdığı önemlidir. Mevcut öğretim programlarının teknoloji okuryazarı bireyler yetiştirme açısından yeterliliğine ilişkin literatürde herhangi bir çalışma bulunmamaktadır. Bu çalışmada, 2000, 2004 ve 2013 yılları ilköğretim fen programları teknoloji okuryazarlığı boyutları açısından incelenmiştir. Analizlerde temel çatı olarak, araştırmacılar tarafından geliştirilen 'Teknoloji Okuryazarlığının Boyutları ve Alt boyutları Tablosu' kullanılmıştır. Sonuçlar, teknoloji okuryazar bireyler yetiştirme bağlamında 2004 yılında geliştirilen öğretim programının, 2000 ve 2013 yıllarında geliştirilen öğretim programlarından daha iyi durumda olduğunu ortaya koymuştur.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":108760943,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108760943/thumbnails/1.jpg","file_name":"17433.pdf","download_url":"https://www.academia.edu/attachments/108760943/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Fen_ve_Teknoloji_Ogretim_Programlarinin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108760943/17433-libre.pdf?1702309858=\u0026response-content-disposition=attachment%3B+filename%3DFen_ve_Teknoloji_Ogretim_Programlarinin.pdf\u0026Expires=1734512566\u0026Signature=ZVe8Mhugg-8q~uIN4AMZLqBqYrVVJXIn8KQasDkTGFClrp~dyMoIoreHDuHhxzoLmrl00F~gaToP90N1Begvryn2MWCnXuVpbhWycZhni9TlAGz4J~KxjKh7lzEU2OxSxb3dZhoLFTLuq9rHp9TPcNj1zFEqLSZpiyKoKXiOvn-7Cx4BxO9D3oGFraKAqimWl-k9yT3FG~qEggBgOPRBpcb5YaMU75gNzcsepRVk1njG8179a-NQ03Jc-Ni2H4VJn9LRvDWehOCW5SUF~E0Nrsd-cd7Kxpb~pSLxoo~mYcry6hCrzCHCgIdfh5PNRbEANWuqzSQ7EK5iVGrzWvaEjw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology"},{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities"},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89397026"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89397026/Causes_Consequences_and_Solutions_to_Environmental_Problems_from_the_Eyes_of_Preschool_Children"><img alt="Research paper thumbnail of Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89397026/Causes_Consequences_and_Solutions_to_Environmental_Problems_from_the_Eyes_of_Preschool_Children">Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children</a></div><div class="wp-workCard_item"><span>Journal of education in science, environment and health</span><span>, Apr 1, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89397026"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89397026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89397026; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77931956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77931956/Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios"><img alt="Research paper thumbnail of Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77931956/Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios">Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios</a></div><div class="wp-workCard_item"><span>Science Education International</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many scholars and science curricula from around the world describe socioscientific issues (SSIs) ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identify relevant aspects of the NOS in a given SSI and to decide how to utilize these for NOS instruction. To this end, this study aimed to assess a group of science teachers&#39; competencies in identifying aspects of the NOS in various educational critical scenarios (ECS) featuring different SSI. 15 science teachers&#39; understandings of the NOS were assessed through interviews and their competence in identifying aspects of the NOS in given ECSs was addressed through an open-ended questionnaire. The results indicated that, although all of the participants had informed views regarding the majority of the aspects of the NOS, the majority of them failed to transfer this knowledge and could not exhibit similar competence in identifying some asp...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77931956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77931956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77931956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77931956]").text(description); $(".js-view-count[data-work-id=77931956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77931956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77931956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77931956, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77931956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77931956,"title":"Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios","translated_title":"","metadata":{"abstract":"Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77931911"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77931911/STEM_Based_NOS_Teaching_on_7th_Grade_Students_NOS_Views"><img alt="Research paper thumbnail of STEM-Based NOS Teaching on 7th Grade Students' NOS Views" class="work-thumbnail" src="https://attachments.academia-assets.com/85154429/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77931911/STEM_Based_NOS_Teaching_on_7th_Grade_Students_NOS_Views">STEM-Based NOS Teaching on 7th Grade Students' NOS Views</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of the study is to improve students’ nature of science understandings while integrating n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of the study is to improve students’ nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. In this study, four STEM-based contextualized nature of science activities are developed during the 4 weeks study. The sample of this study consists of eighteen 7th grade students. The data are collected the views of nature of science questionnaires (VNOS-D), follow-up interviews, and classroom observations. All data are analyzed holistically to create a profile of students’ views for the targeted aspects of nature of science with using content analysis. The analysis showed that 7th grade students have generally naive views of the targeted nature of science aspects before participating in the 4-week study. After STEM-based nature of science teaching, all students improved their views of nature of science. STEM-based explicit-reflective nature of science teaching may be an alternative a...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82e67c2de049a90183f2c06b26ccdddd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85154429,"asset_id":77931911,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85154429/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77931911"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77931911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77931911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77931911]").text(description); $(".js-view-count[data-work-id=77931911]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77931911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77931911']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77931911, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82e67c2de049a90183f2c06b26ccdddd" } } $('.js-work-strip[data-work-id=77931911]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77931911,"title":"STEM-Based NOS Teaching on 7th Grade Students' NOS Views","translated_title":"","metadata":{"abstract":"The aim of the study is to improve students’ nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. 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The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. In addition, teachers received teaching activities and materials to be implemented in their classrooms for one year. The data were collected and evaluated based on the “five level (learning, beliefs, transfer, results, and reaction) evaluation model”. The findings demonstrate that the CPD program about NOS effectively improved teachers’ views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students’ views ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1df8fad87d3d01da59c8f5bb8dbbdf4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80246722,"asset_id":70532960,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80246722/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="70532960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="70532960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70532960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70532960]").text(description); $(".js-view-count[data-work-id=70532960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70532960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='70532960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 70532960, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1df8fad87d3d01da59c8f5bb8dbbdf4b" } } $('.js-work-strip[data-work-id=70532960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":70532960,"title":"A five-level design for evaluating professional development programs: Teaching and learning about nature of science","translated_title":"","metadata":{"abstract":"The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers’ professional competences about the nature of science (NOS) by using a new evaluation perspective. 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The findings demonstrate that the CPD program about NOS effectively improved teachers’ views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students’ views ...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}},"publication_name":"Issues in Educational Research"},"translated_abstract":"The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers’ professional competences about the nature of science (NOS) by using a new evaluation perspective. The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. 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In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers&#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers&#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64444917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64444917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64444917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64444917]").text(description); $(".js-view-count[data-work-id=64444917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64444917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64444917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 64444917, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64444917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64444917,"title":"Mesleki Gelişim Programı: Öğretmenlerin Bilimin Doğasını Öğrenme ve Öğretme İnançları","translated_title":"","metadata":{"abstract":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","internal_url":"https://www.academia.edu/64444917/Mesleki_Geli%C5%9Fim_Program%C4%B1_%C3%96%C4%9Fretmenlerin_Bilimin_Do%C4%9Fas%C4%B1n%C4%B1_%C3%96%C4%9Frenme_ve_%C3%96%C4%9Fretme_%C4%B0nan%C3%A7lar%C4%B1","translated_internal_url":"","created_at":"2021-12-16T00:13:12.223-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Mesleki_Gelişim_Programı_Öğretmenlerin_Bilimin_Doğasını_Öğrenme_ve_Öğretme_İnançları","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56125173"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program"><img alt="Research paper thumbnail of Improving science teachers’ nature of science views through an innovative continuing professional development program" class="work-thumbnail" src="https://attachments.academia-assets.com/71665348/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program">Improving science teachers’ nature of science views through an innovative continuing professional development program</a></div><div class="wp-workCard_item"><span>International Journal of STEM Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: This study describes how teachers' nature of science (NOS) views changed throughout a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74c08e71d50f4dccc967f9f5687410d6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71665348,"asset_id":56125173,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56125173"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56125173"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56125173; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56125173]").text(description); $(".js-view-count[data-work-id=56125173]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56125173; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56125173']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56125173, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74c08e71d50f4dccc967f9f5687410d6" } } $('.js-work-strip[data-work-id=56125173]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56125173,"title":"Improving science teachers’ nature of science views through an innovative continuing professional development program","translated_title":"","metadata":{"publisher":"Springer Nature","grobid_abstract":"Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.","publication_name":"International Journal of STEM Education","grobid_abstract_attachment_id":71665348},"translated_abstract":null,"internal_url":"https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program","translated_internal_url":"","created_at":"2021-10-06T20:26:30.356-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":71665348,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665348/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665348/s40594-018-0125-4-libre.pdf?1635205092=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=EtXallZ0uITvFvMYdYLJ1Rgw9QUI3Csd6Y7IFggoOJGWiG73iqvGloHc4dK7lO-n8bz-B3bEv4KaD562Qw~qultZLPGn~UUggGBm6Jgmj4Pq8~9-ffHbKyzzxlVi4HbD2Oo27Jqx6bQZZvE86j~DbHlkuhGIrAO4sKeGhKE8-ID1X62H53UbA6VI8fQeNZY7~~Mn7eLSPwxxxgLdhdXLQByZ6CPO0O8f5gEA2aZts3DPS14MQyId57Eht~12HSNmTD5eu5c01ysnHKbAEav8OvW8I4pXH44K91RfypfSulWovE3jl0qv6kR-ELJmGg8i3SHdg~xUhR6TMY65mbf5Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":71665348,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665348/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665348/s40594-018-0125-4-libre.pdf?1635205092=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=EtXallZ0uITvFvMYdYLJ1Rgw9QUI3Csd6Y7IFggoOJGWiG73iqvGloHc4dK7lO-n8bz-B3bEv4KaD562Qw~qultZLPGn~UUggGBm6Jgmj4Pq8~9-ffHbKyzzxlVi4HbD2Oo27Jqx6bQZZvE86j~DbHlkuhGIrAO4sKeGhKE8-ID1X62H53UbA6VI8fQeNZY7~~Mn7eLSPwxxxgLdhdXLQByZ6CPO0O8f5gEA2aZts3DPS14MQyId57Eht~12HSNmTD5eu5c01ysnHKbAEav8OvW8I4pXH44K91RfypfSulWovE3jl0qv6kR-ELJmGg8i3SHdg~xUhR6TMY65mbf5Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":71665349,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665349/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665349/download_file","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665349/s40594-018-0125-4-libre.pdf?1635205093=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=IiLbJSWn3jPJ7HnQJlOg9r13S4b-nPY5ltIPbnrggTTsOi-MPPV2I2YHrVX5EgKuh6klgLh6NDE7JcxUr-OcEuA-pseVr0YNNGq0~HVKlJ2w0YrTtFoEr3TuLrjybvePNCFdYRs4iyI4Wu-Z5amqSeJayUFKpJHDnEPTb0l88apRVUNgRt2sD-FAWeAOYHKdnXGMtXI9Uokr~~mD0RnVgtumvgucp0dg0ju~MFtB9YYKKxW-aN1ej0ImOSO~PJVJxykl49DjhWI5~LfyM01k1-NC~o0ENsyWnCiR-akbfqfGqnnO5pGNGaYTAg9D3rSxF1L-ZvrAQlrgIRQ5vx0htw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":20297,"name":"Nature of Science","url":"https://www.academia.edu/Documents/in/Nature_of_Science"},{"id":28493,"name":"STEM Education","url":"https://www.academia.edu/Documents/in/STEM_Education"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4"}],"urls":[{"id":12433070,"url":"http://link.springer.com/content/pdf/10.1186/s40594-018-0125-4.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49050503"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49050503/Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_%C4%B0lk%C3%B6%C4%9Fretim_Birinci_Kademe_D%C3%BCzeyinde_%C3%87evre_%C4%B0%C3%A7erikli_Ders_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Disiplinler_Aras%C4%B1_Yakla%C5%9F%C4%B1m_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/67439047/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49050503/Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_%C4%B0lk%C3%B6%C4%9Fretim_Birinci_Kademe_D%C3%BCzeyinde_%C3%87evre_%C4%B0%C3%A7erikli_Ders_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Disiplinler_Aras%C4%B1_Yakla%C5%9F%C4%B1m_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Kastamonu Eğitim Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose: Environment is an interdisciplinary research field related to many social, cultural, psy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. Since environment and environmental problems affect many areas in our lives, environmental education in education programs should be handled with an interdisciplinary approach. In the research, environmental related gains in primary education curriculum were examined in the context of associating with other disciplines based on integrated interdisciplinary approach. Design/Methodology/Approach: The study is qualitative research and document analysis method was used in the analysis of the data. Findings: The number of environmental related gains at primary level was determined to be 96. It has been determined that the environmental related gains in primary education curriculum are concentrated in some courses such as Life Science, Science and Social Studies, and these gains are not included in the curriculum of some courses. It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="300738f97cc37874bea004f50c8416af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67439047,"asset_id":49050503,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67439047/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49050503"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49050503"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49050503; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49050503]").text(description); $(".js-view-count[data-work-id=49050503]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49050503; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49050503']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49050503, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "300738f97cc37874bea004f50c8416af" } } $('.js-work-strip[data-work-id=49050503]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49050503,"title":"Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi","translated_title":"","metadata":{"doi":"10.24106/kefdergi.699761","abstract":"Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. Since environment and environmental problems affect many areas in our lives, environmental education in education programs should be handled with an interdisciplinary approach. In the research, environmental related gains in primary education curriculum were examined in the context of associating with other disciplines based on integrated interdisciplinary approach. Design/Methodology/Approach: The study is qualitative research and document analysis method was used in the analysis of the data. Findings: The number of environmental related gains at primary level was determined to be 96. It has been determined that the environmental related gains in primary education curriculum are concentrated in some courses such as Life Science, Science and Social Studies, and these gains are not included in the curriculum of some courses. It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Kastamonu Eğitim Dergisi"},"translated_abstract":"Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. 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In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.","internal_url":"https://www.academia.edu/49050503/Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_%C4%B0lk%C3%B6%C4%9Fretim_Birinci_Kademe_D%C3%BCzeyinde_%C3%87evre_%C4%B0%C3%A7erikli_Ders_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Disiplinler_Aras%C4%B1_Yakla%C5%9F%C4%B1m_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi","translated_internal_url":"","created_at":"2021-05-26T13:51:32.679-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36563552,"work_id":49050503,"tagging_user_id":2830336,"tagged_user_id":10283985,"co_author_invite_id":null,"email":"a***7@hotmail.com","affiliation":"Kastamonu University","display_order":1,"name":"Arefe Yurttaş","title":"Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi"}],"downloadable_attachments":[{"id":67439047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439047/thumbnails/1.jpg","file_name":"10.24106_kefdergi.699761_996011.pdf","download_url":"https://www.academia.edu/attachments/67439047/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigation_of_Environmental_Related_C.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439047/10.24106_kefdergi.699761_996011-libre.pdf?1622066820=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Environmental_Related_C.pdf\u0026Expires=1734512566\u0026Signature=SG4b344tLvy1RFr80TB~4hytjmFyl4dJvgwZ45QRpYQceSMfZ~2WQL11FJMnxf3tBdYaDGC3l3qCnLeQ9l0dkVMhLNTa~~rpeAYrb4w5AKylIuqc9kcVWgddDd9CBWsKDHndymFG3wHesEbXBIsHo0gtNCI0P1WpOX8ts3MxkpjEsf5qNzO7mwc54m7a-LFilsCc8n-WBY0GFUP0CIH8YUB7XVu7PaJ8pqjpiNGHPNz0TQVpMPMUO2eicUamwHwDUON3VCUu8UtPQCAU8pablllj702nKvdZubrVuTqCXRS1VMRbhpeGHt-0fwgHdX3uzgVoUG2iNszt0-IiiGgMlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_İlköğretim_Birinci_Kademe_Düzeyinde_Çevre_İçerikli_Ders_Kazanımlarının_Disiplinler_Arası_Yaklaşım_Açısından_İncelenmesi","translated_slug":"","page_count":20,"language":"en","content_type":"Work","summary":"Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. 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It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":67439047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439047/thumbnails/1.jpg","file_name":"10.24106_kefdergi.699761_996011.pdf","download_url":"https://www.academia.edu/attachments/67439047/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigation_of_Environmental_Related_C.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439047/10.24106_kefdergi.699761_996011-libre.pdf?1622066820=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Environmental_Related_C.pdf\u0026Expires=1734512566\u0026Signature=SG4b344tLvy1RFr80TB~4hytjmFyl4dJvgwZ45QRpYQceSMfZ~2WQL11FJMnxf3tBdYaDGC3l3qCnLeQ9l0dkVMhLNTa~~rpeAYrb4w5AKylIuqc9kcVWgddDd9CBWsKDHndymFG3wHesEbXBIsHo0gtNCI0P1WpOX8ts3MxkpjEsf5qNzO7mwc54m7a-LFilsCc8n-WBY0GFUP0CIH8YUB7XVu7PaJ8pqjpiNGHPNz0TQVpMPMUO2eicUamwHwDUON3VCUu8UtPQCAU8pablllj702nKvdZubrVuTqCXRS1VMRbhpeGHt-0fwgHdX3uzgVoUG2iNszt0-IiiGgMlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":794266,"name":"Fen Bilgisi Eğitimi","url":"https://www.academia.edu/Documents/in/Fen_Bilgisi_Egitimi"},{"id":1418444,"name":"çEvre Eğitimi","url":"https://www.academia.edu/Documents/in/cEvre_Egitimi"},{"id":2377053,"name":"Temel Eğitim","url":"https://www.academia.edu/Documents/in/Temel_E%C4%9Fitim"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49050495"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1"><img alt="Research paper thumbnail of Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası" class="work-thumbnail" src="https://attachments.academia-assets.com/67439031/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1">Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası</a></div><div class="wp-workCard_item"><span>OPUS</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main objective of science education programs of many countries is to raise scientifically lit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10819a00f8cca7f579dbedb204008ad9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67439031,"asset_id":49050495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49050495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49050495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49050495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49050495]").text(description); $(".js-view-count[data-work-id=49050495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49050495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49050495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49050495, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10819a00f8cca7f579dbedb204008ad9" } } $('.js-work-strip[data-work-id=49050495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49050495,"title":"Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası","translated_title":"","metadata":{"doi":"10.26466/opus.861829","abstract":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"OPUS"},"translated_abstract":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. 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In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","internal_url":"https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1","translated_internal_url":"","created_at":"2021-05-26T13:48:55.057-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36563551,"work_id":49050495,"tagging_user_id":2830336,"tagged_user_id":163191551,"co_author_invite_id":null,"email":"g***i@gmail.com","display_order":1,"name":"Günkut Mesci","title":"Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası"}],"downloadable_attachments":[{"id":67439031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439031/thumbnails/1.jpg","file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558.pdf","download_url":"https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439031/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558-libre.pdf?1622064986=\u0026response-content-disposition=attachment%3B+filename%3DTeoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf\u0026Expires=1734512566\u0026Signature=SArSY0MjAZ4vSqvv0Phf5VSQiiRYo9Rudgqnck8FAeJWcy48TcKAmtiGqE~LSquiY71JHq95u--cp5FZcsxrc57UTM8Bf2SQwG2ZEmWrzsqBfgqu5ADtqityzCQxLT6IaaIETiSjyFtk7Ov5RJLQlwsbc8SYad0rW7NE2pYS6pbCHwvX2snhOR1j~N3OGO7WAbRRtRfxeD-w5jfSA09gFSIbF1zdE7nYkiCFt9m5xVez7h0Jn8V0j0VThiNOeUtDPyaoqcMYUtEw23Az2YFJ0xdnOrkalsFQTheaJKtu-0hb5giJkLcx~u6-~fs6Sw8VVQYrtH3hvfnRVv5qignoHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulamanın_Doğası","translated_slug":"","page_count":31,"language":"tr","content_type":"Work","summary":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":67439031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439031/thumbnails/1.jpg","file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558.pdf","download_url":"https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439031/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558-libre.pdf?1622064986=\u0026response-content-disposition=attachment%3B+filename%3DTeoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf\u0026Expires=1734512566\u0026Signature=SArSY0MjAZ4vSqvv0Phf5VSQiiRYo9Rudgqnck8FAeJWcy48TcKAmtiGqE~LSquiY71JHq95u--cp5FZcsxrc57UTM8Bf2SQwG2ZEmWrzsqBfgqu5ADtqityzCQxLT6IaaIETiSjyFtk7Ov5RJLQlwsbc8SYad0rW7NE2pYS6pbCHwvX2snhOR1j~N3OGO7WAbRRtRfxeD-w5jfSA09gFSIbF1zdE7nYkiCFt9m5xVez7h0Jn8V0j0VThiNOeUtDPyaoqcMYUtEw23Az2YFJ0xdnOrkalsFQTheaJKtu-0hb5giJkLcx~u6-~fs6Sw8VVQYrtH3hvfnRVv5qignoHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":794266,"name":"Fen Bilgisi Eğitimi","url":"https://www.academia.edu/Documents/in/Fen_Bilgisi_Egitimi"},{"id":1179596,"name":"Bilimsel Okuryazarlık","url":"https://www.academia.edu/Documents/in/Bilimsel_Okuryazarlik"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43971976"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43971976/Faculty_Members_Attitude_towards_Environment_A_Q_Method_Study"><img alt="Research paper thumbnail of Faculty Members' Attitude towards Environment: A Q Method Study" class="work-thumbnail" src="https://attachments.academia-assets.com/64300829/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43971976/Faculty_Members_Attitude_towards_Environment_A_Q_Method_Study">Faculty Members' Attitude towards Environment: A Q Method Study</a></div><div class="wp-workCard_item"><span>Hacettepe Üniversitesi Eğitim Fakültesi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using "centroid factor analysis", which is a factor extraction method that is frequently used in the Q method studies, "Q rotation" and "Varimax rotation" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. Faculty members' attitudes were predominantly influenced by restrictive, subjective or general expressions in the survey, their own emotional structures, their fields of the study, and their religious beliefs. The findings of this study may have a potential significant for the future research with its unique methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="799fb6970f6994b44f5465214c739609" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64300829,"asset_id":43971976,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64300829/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43971976"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43971976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43971976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43971976]").text(description); $(".js-view-count[data-work-id=43971976]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43971976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43971976']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43971976, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "799fb6970f6994b44f5465214c739609" } } $('.js-work-strip[data-work-id=43971976]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43971976,"title":"Faculty Members' Attitude towards Environment: A Q Method Study","translated_title":"","metadata":{"doi":"10.16986/HUJE.2020062804 ","abstract":"Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using \"centroid factor analysis\", which is a factor extraction method that is frequently used in the Q method studies, \"Q rotation\" and \"Varimax rotation\" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. Faculty members' attitudes were predominantly influenced by restrictive, subjective or general expressions in the survey, their own emotional structures, their fields of the study, and their religious beliefs. The findings of this study may have a potential significant for the future research with its unique methodology.","publication_name":"Hacettepe Üniversitesi Eğitim Fakültesi Dergisi"},"translated_abstract":"Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using \"centroid factor analysis\", which is a factor extraction method that is frequently used in the Q method studies, \"Q rotation\" and \"Varimax rotation\" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. Faculty members' attitudes were predominantly influenced by restrictive, subjective or general expressions in the survey, their own emotional structures, their fields of the study, and their religious beliefs. 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A survey was administered to 269 teacher candidates in all grade levels studying at Kastamonu University. We collected data by means of questionnaires that included demographic questions (grade level, gender, high school, grade-point average, and whether they willingly chose to be teachers and to enter preschool education specifically) and nine open-ended questions on specific areas. The results showed that 49.8% of the teacher candidates had anxieties about classroom management; 46.1% about communication with parents; 26.8% about communicating with children; 29.7% about communicating with school directors and other teachers; 61% about the children's orientation to school; 43.9% about childcare issues; 59.9% about inclusion of children with disabilities; 59.1% about the environment in which they will find themselves once they are hired; and 40.9% about the planning and execution of teaching and learning processes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5219d6370d3e768d9889dd44d8a4b22f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63910957,"asset_id":43608014,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63910957/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43608014"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43608014"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43608014; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43608014]").text(description); $(".js-view-count[data-work-id=43608014]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43608014; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43608014']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43608014, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5219d6370d3e768d9889dd44d8a4b22f" } } $('.js-work-strip[data-work-id=43608014]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43608014,"title":"Professional anxieties of preschool teacher candidates","translated_title":"","metadata":{"abstract":"The purpose of this study was to determine the anxieties of preschool teacher candidates regarding their future profession. 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Bu kitabın üretildiği ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Desteklenmesi (BİDOMEG) Projesi, Etkinliklerle Bilimin Doğasının Öğretimi. Bu kitabın üretildiği proje TÜBİTAK tarafından desteklenmiş olup, Milli Eğitim Bakanlığı işbirliği ve Abant İzzet Baysal Üniversitesi, Hacettepe Üniversitesi ve Marmara Üniversitesi ortaklığında yürütülmüştür. Kitaptaki her bölümün telif hakkı bölümün yazarına aittir. Kitabın herhangi bir kısmı veya tümü yazarların yazılı izni alınmaksızın kullanılamaz. Kitap editörü ve yazarları kitapta yer alan tüm fikir, görüş ve metotları paylaşmayabilir. iv Teşekkür BİDOMEG projesini destekleyerek bu kitabın ortaya çıkmasını mümkün kılan başta TÜBİTAK olmak üzere, Milli Eğitim Bakanlığına, Bolu İl Milli Eğitim Müdürlüğüne, Abant İzzet Baysal Üniversitesine, Hacettepe Üniversitesine ve Marmara Üniversitesine teşekkürlerimizi sunarız. Bu kitap TÜBİTAK (SOBAG) tarafından desteklenen 111K527 numaralı BİDOMEG projesi kapsamında üretilmiştir. Bilimin toplum ve kültüre bağımlılığı: Bilim, oluşturulduğu ve pratiğe dönüştürüldüğü toplumun yapısından, kültürel değerlerden ve çevreden etkilenen bir insan etkinliğidir. Toplumlardaki kültürel değerler ve beklentiler, bilim ve bunun pratik uygulamalarını etkiler. Bir insan girişimi olan bilim, sosyal ve kültürel çevreden etkilenerek gelişmesine devam eder veya politik, sosyal ve dini faktörler bu gelişimi sekteye uğratabilir. Örneğin ortaçağ Avrupa'sında bazı dini baskılar bilimsel bilginin oluşum sürecine olumsuz yönde etki etmiştir. 1600 yılında Giordano Bruno'nun ileri sürdüğü görüşleri sebebiyle yakılması ve özellikle 1633-1642 yılları arasında Galileo Galilei'nin bilimsel çalışmaları sebebiyle siyasi ve dini baskılara maruz kalması bunlara örnek olarak verilebilir. Bilimde yaratıcılık ve hayal gücünün yeri: Mantığın kullanılması ve delillerin bu çerçevede incelenmesi bilim için gerekli ancak yeterli değildir. Bilimsel bilginin üretilmesi kaçınılmaz olarak yaratıcılığı ve hayal gücünü gerektirir. Bilim, sanılanın aksine tamamıyla soğuk, mantıklı ve düzenli bir aktivite değildir. Bilim açıklamalar "üretilir" ve bu da bilim insanlarının yaratıcılığını gerektirir. Bilimin bu özelliği bilimde tahmin ve teorik kabullerin önemi ile birlikte, atom, kara delikler, tür gibi gerçekliğin birebir kopyası olmaktan ziyade işlevsel olan teorik modellerin ortaya çıkmasına neden olmuştur. Bilim insanları yaratıcılıklarını ve hayal güçlerini bilimsel bir problemin şekillendirilmesinden araştırmanın tasarımına ve sonuçların yorumlanmasına kadar bütün aşamalarda kullanırlar.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bc3f3450efee469b3c23fdf2d841f96a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760998,"asset_id":111154204,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760998/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154204"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154204"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154204; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154204]").text(description); $(".js-view-count[data-work-id=111154204]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154204; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154204']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154204, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bc3f3450efee469b3c23fdf2d841f96a" } } $('.js-work-strip[data-work-id=111154204]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154204,"title":"Etkinliklerle Bilimin Dogasının Ögretimi","translated_title":"","metadata":{"grobid_abstract":"Desteklenmesi (BİDOMEG) Projesi, Etkinliklerle Bilimin Doğasının Öğretimi. Bu kitabın üretildiği proje TÜBİTAK tarafından desteklenmiş olup, Milli Eğitim Bakanlığı işbirliği ve Abant İzzet Baysal Üniversitesi, Hacettepe Üniversitesi ve Marmara Üniversitesi ortaklığında yürütülmüştür. Kitaptaki her bölümün telif hakkı bölümün yazarına aittir. Kitabın herhangi bir kısmı veya tümü yazarların yazılı izni alınmaksızın kullanılamaz. Kitap editörü ve yazarları kitapta yer alan tüm fikir, görüş ve metotları paylaşmayabilir. iv Teşekkür BİDOMEG projesini destekleyerek bu kitabın ortaya çıkmasını mümkün kılan başta TÜBİTAK olmak üzere, Milli Eğitim Bakanlığına, Bolu İl Milli Eğitim Müdürlüğüne, Abant İzzet Baysal Üniversitesine, Hacettepe Üniversitesine ve Marmara Üniversitesine teşekkürlerimizi sunarız. Bu kitap TÜBİTAK (SOBAG) tarafından desteklenen 111K527 numaralı BİDOMEG projesi kapsamında üretilmiştir. 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Çev...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Bireylerin çevre bilinç düzeylerinin geliĢtirilmesi nitelikli bir çevre eğitimiyle mümkündür. Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. AraĢtırma sonuçlarının, Hayat Bilgisi dersi öğretim programları kapsamındaki yenileme çalıĢmalarına ve programın uygulayıcıları olan öğretmenlere önemli bilgiler sağlayacağına inanılmaktadır.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="103e796e4f16c7b0f57ba55f12a1884f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760997,"asset_id":111154203,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760997/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154203"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154203"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154203; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154203]").text(description); $(".js-view-count[data-work-id=111154203]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154203; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154203']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154203, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "103e796e4f16c7b0f57ba55f12a1884f" } } $('.js-work-strip[data-work-id=111154203]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154203,"title":"Environmental Education in Primary Life Science Program","translated_title":"","metadata":{"grobid_abstract":"Bireylerin çevre bilinç düzeylerinin geliĢtirilmesi nitelikli bir çevre eğitimiyle mümkündür. Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. 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Çevre eğitimi, çevre okuryazarı bireylerden oluĢan nitelikli bir toplumun geliĢimini amaçlayan disiplinler arası bir yaklaĢımdır. Bu araĢtırmada, 1998 ve 2005 yıllarında uygulamaya konulan Hayat Bilgisi dersi öğretim programlarının çevre okuryazarlığının boyutları açısından analiz edilerek karĢılaĢtırılması ve çevre okuryazarlığının hangi boyutuna ne düzeyde vurgu yapıldığının tespit edilmesi amaçlanmıĢtır. AraĢtırmada nitel araĢtırma yöntemlerinden içerik analizi tekniği kullanılmıĢtır. Analiz sonuçları çevre okuryazarlığının boyutları bağlamında, her iki öğretim programında da biliĢsel düzeydeki kazanımlara diğer alanlardaki (duyuĢsal ve psikomotor) kazanımlara göre daha çok vurgu yapıldığını, 1998 öğretim programına göre 2005 öğretim programında biliĢsel düzeyden duyuĢsal ve psikomotor düzeylere doğru bir kaymanın olduğu ve kazanımların çevre okuryazarlığı boyutlarını daha fazla kapsadığını göstermiĢtir. AraĢtırma sonuçlarının, Hayat Bilgisi dersi öğretim programları kapsamındaki yenileme çalıĢmalarına ve programın uygulayıcıları olan öğretmenlere önemli bilgiler sağlayacağına inanılmaktadır.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":108760997,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108760997/thumbnails/1.jpg","file_name":"16728.pdf","download_url":"https://www.academia.edu/attachments/108760997/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Environmental_Education_in_Primary_Life.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108760997/16728-libre.pdf?1702309860=\u0026response-content-disposition=attachment%3B+filename%3DEnvironmental_Education_in_Primary_Life.pdf\u0026Expires=1734512566\u0026Signature=BIdAwD2tAeTUwbL-dpH9pB3WKb4ZSkkq2TpnEPddjobqdtKKMbe3qWu1xX~ESvlw4Qy3HumJ9g17DyrlIQnuqgUyj8wks39qyWDqu-aFD6It9aSZRGMsCbpRgUqXIHceEtcLaDR5fBcmmn80j8jxw0~G3ml1kdiuwPmtQE7beQFFxa7aJyaryeU2u5-qHa0krsinmwixo3hpFfxtDqjmXIlH06ua4a5OADa3QpX0Mz24r6aMCTuYQ5wkpmIwr-za4siUkrLZPXk0neRGPwKPWp6BpGpGpsuaXUWSWOqmx2miXNLPm5k-LdYQwhZZnIzDzMad6jU6pW1d8Ohds36-zw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1063,"name":"Environmental Education","url":"https://www.academia.edu/Documents/in/Environmental_Education"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111154187"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111154187/What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science"><img alt="Research paper thumbnail of What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111154187/What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science">What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">During the past two decades, a significant body of research has focused on students’ understandin...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154187"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154187"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154187; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154187]").text(description); $(".js-view-count[data-work-id=111154187]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154187; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154187']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154187, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111154187]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154187,"title":"What Did We Do Between 1998-2012 In Turkey? A Review Of The Research On Nature Of Science","translated_title":"","metadata":{"abstract":"During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.","publication_date":{"day":null,"month":null,"year":2014,"errors":{}}},"translated_abstract":"During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.","internal_url":"https://www.academia.edu/111154187/What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science","translated_internal_url":"","created_at":"2023-12-11T07:34:21.308-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"What_Did_We_Do_Between_1998_2012_In_Turkey_A_Review_Of_The_Research_On_Nature_Of_Science","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"During the past two decades, a significant body of research has focused on students’ understandings of the nature of science (NOS). That is for sure that the studies regarding the nature of science, which is one of the most important elements of scientific literacy that is determined as the main focus of the science education at all levels, should and will continue. However, understanding of our starting point, what we have done, what we have succeeded, and where we have failed is essential for the studies and attempts on this subject to be more effective and meaningful. In this regard, this study aimed at examining the subjects, samples, methods, and findings of the 134 studies conducted in Turkey between 1998 and 2012 through document analysis. Although there is many studies in this field, the results indicate that, students of all grades, preservice and inservice teachers have not attained the desired understanding of NOS.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E","email":"OTN1MDJEa2x4U1YxQml2UnVmbm1vT1Y3UWpYcVA0RGJoZ3Y1TmxYK2NOaz0tLXJPNE9oOXVTeTI2Z3ZFZEhNSUVOd1E9PQ==--0c64fbd0a701cacc610489b97fed8461b4dacb59"},"attachments":[],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History"},{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111154144"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111154144/Fen_ve_Teknoloji_%C3%96%C4%9Fretim_Programlar%C4%B1n%C4%B1n_Teknoloji_Okuryazarl%C4%B1%C4%9F%C4%B1_Boyutlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi_Boylamsal_Bir_%C3%87al%C4%B1%C5%9Fma"><img alt="Research paper thumbnail of Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma" class="work-thumbnail" src="https://attachments.academia-assets.com/108760943/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111154144/Fen_ve_Teknoloji_%C3%96%C4%9Fretim_Programlar%C4%B1n%C4%B1n_Teknoloji_Okuryazarl%C4%B1%C4%9F%C4%B1_Boyutlar%C4%B1_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi_Boylamsal_Bir_%C3%87al%C4%B1%C5%9Fma">Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma</a></div><div class="wp-workCard_item"><span>Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA, 2003). Teknoloji okuryazarı bireylerin yetiştirilebilmesi uygulanan eğitim ve öğretim programlarıyla ilişkilidir. Bu bağlamda, teknoloji eğitimine belirli bir program dâhilinde yer verilen ilköğretim fen eğitiminde, teknoloji okuryazarlığına yönelik çalışmaların programa nasıl yansıdığı önemlidir. Mevcut öğretim programlarının teknoloji okuryazarı bireyler yetiştirme açısından yeterliliğine ilişkin literatürde herhangi bir çalışma bulunmamaktadır. Bu çalışmada, 2000, 2004 ve 2013 yılları ilköğretim fen programları teknoloji okuryazarlığı boyutları açısından incelenmiştir. Analizlerde temel çatı olarak, araştırmacılar tarafından geliştirilen 'Teknoloji Okuryazarlığının Boyutları ve Alt boyutları Tablosu' kullanılmıştır. Sonuçlar, teknoloji okuryazar bireyler yetiştirme bağlamında 2004 yılında geliştirilen öğretim programının, 2000 ve 2013 yıllarında geliştirilen öğretim programlarından daha iyi durumda olduğunu ortaya koymuştur.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="977c78c9de0380b42e84378f14107955" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108760943,"asset_id":111154144,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108760943/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111154144"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111154144"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111154144; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111154144]").text(description); $(".js-view-count[data-work-id=111154144]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111154144; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111154144']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 111154144, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "977c78c9de0380b42e84378f14107955" } } $('.js-work-strip[data-work-id=111154144]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111154144,"title":"Fen ve Teknoloji Öğretim Programlarının Teknoloji Okuryazarlığı Boyutları Açısından İncelenmesi Boylamsal Bir Çalışma","translated_title":"","metadata":{"publisher":"Abant Izzet Baysal Universitesi Egitim Fakultesi Dergisi","grobid_abstract":"Teknoloji okuryazarlığı teknolojiyi kullanma, yönetme, değerlendirme ve anlama yeteneğidir (ITEA, 2003). 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Teknoloji okuryazarı bireylerin yetiştirilebilmesi uygulanan eğitim ve öğretim programlarıyla ilişkilidir. Bu bağlamda, teknoloji eğitimine belirli bir program dâhilinde yer verilen ilköğretim fen eğitiminde, teknoloji okuryazarlığına yönelik çalışmaların programa nasıl yansıdığı önemlidir. Mevcut öğretim programlarının teknoloji okuryazarı bireyler yetiştirme açısından yeterliliğine ilişkin literatürde herhangi bir çalışma bulunmamaktadır. Bu çalışmada, 2000, 2004 ve 2013 yılları ilköğretim fen programları teknoloji okuryazarlığı boyutları açısından incelenmiştir. Analizlerde temel çatı olarak, araştırmacılar tarafından geliştirilen 'Teknoloji Okuryazarlığının Boyutları ve Alt boyutları Tablosu' kullanılmıştır. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="89397026"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/89397026/Causes_Consequences_and_Solutions_to_Environmental_Problems_from_the_Eyes_of_Preschool_Children"><img alt="Research paper thumbnail of Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/89397026/Causes_Consequences_and_Solutions_to_Environmental_Problems_from_the_Eyes_of_Preschool_Children">Causes, Consequences and Solutions to Environmental Problems from the Eyes of Preschool Children</a></div><div class="wp-workCard_item"><span>Journal of education in science, environment and health</span><span>, Apr 1, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="89397026"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="89397026"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 89397026; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=89397026]").text(description); $(".js-view-count[data-work-id=89397026]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 89397026; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='89397026']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 89397026, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77931956"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77931956/Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios"><img alt="Research paper thumbnail of Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77931956/Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios">Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios</a></div><div class="wp-workCard_item"><span>Science Education International</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Many scholars and science curricula from around the world describe socioscientific issues (SSIs) ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identify relevant aspects of the NOS in a given SSI and to decide how to utilize these for NOS instruction. To this end, this study aimed to assess a group of science teachers&#39; competencies in identifying aspects of the NOS in various educational critical scenarios (ECS) featuring different SSI. 15 science teachers&#39; understandings of the NOS were assessed through interviews and their competence in identifying aspects of the NOS in given ECSs was addressed through an open-ended questionnaire. The results indicated that, although all of the participants had informed views regarding the majority of the aspects of the NOS, the majority of them failed to transfer this knowledge and could not exhibit similar competence in identifying some asp...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77931956"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77931956"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77931956; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77931956]").text(description); $(".js-view-count[data-work-id=77931956]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77931956; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77931956']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77931956, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=77931956]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77931956,"title":"Assessing Teachers' Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios","translated_title":"","metadata":{"abstract":"Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). 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The results indicated that, although all of the participants had informed views regarding the majority of the aspects of the NOS, the majority of them failed to transfer this knowledge and could not exhibit similar competence in identifying some asp...","internal_url":"https://www.academia.edu/77931956/Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios","translated_internal_url":"","created_at":"2022-04-29T00:57:18.733-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Assessing_Teachers_Competencies_in_Identifying_Aspects_of_Nature_of_Science_in_Educational_Critical_Scenarios","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="77931911"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/77931911/STEM_Based_NOS_Teaching_on_7th_Grade_Students_NOS_Views"><img alt="Research paper thumbnail of STEM-Based NOS Teaching on 7th Grade Students' NOS Views" class="work-thumbnail" src="https://attachments.academia-assets.com/85154429/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/77931911/STEM_Based_NOS_Teaching_on_7th_Grade_Students_NOS_Views">STEM-Based NOS Teaching on 7th Grade Students' NOS Views</a></div><div class="wp-workCard_item"><span>Educational Policy Analysis and Strategic Research</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The aim of the study is to improve students’ nature of science understandings while integrating n...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The aim of the study is to improve students’ nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. In this study, four STEM-based contextualized nature of science activities are developed during the 4 weeks study. The sample of this study consists of eighteen 7th grade students. The data are collected the views of nature of science questionnaires (VNOS-D), follow-up interviews, and classroom observations. All data are analyzed holistically to create a profile of students’ views for the targeted aspects of nature of science with using content analysis. The analysis showed that 7th grade students have generally naive views of the targeted nature of science aspects before participating in the 4-week study. After STEM-based nature of science teaching, all students improved their views of nature of science. STEM-based explicit-reflective nature of science teaching may be an alternative a...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="82e67c2de049a90183f2c06b26ccdddd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":85154429,"asset_id":77931911,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/85154429/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="77931911"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="77931911"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77931911; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77931911]").text(description); $(".js-view-count[data-work-id=77931911]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77931911; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='77931911']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 77931911, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "82e67c2de049a90183f2c06b26ccdddd" } } $('.js-work-strip[data-work-id=77931911]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":77931911,"title":"STEM-Based NOS Teaching on 7th Grade Students' NOS Views","translated_title":"","metadata":{"abstract":"The aim of the study is to improve students’ nature of science understandings while integrating nature of science aspects into appropriate science-technology-engineering-mathematics (STEM) activities. 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The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. In addition, teachers received teaching activities and materials to be implemented in their classrooms for one year. The data were collected and evaluated based on the “five level (learning, beliefs, transfer, results, and reaction) evaluation model”. The findings demonstrate that the CPD program about NOS effectively improved teachers’ views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students’ views ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1df8fad87d3d01da59c8f5bb8dbbdf4b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":80246722,"asset_id":70532960,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/80246722/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="70532960"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="70532960"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 70532960; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=70532960]").text(description); $(".js-view-count[data-work-id=70532960]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 70532960; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='70532960']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 70532960, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1df8fad87d3d01da59c8f5bb8dbbdf4b" } } $('.js-work-strip[data-work-id=70532960]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":70532960,"title":"A five-level design for evaluating professional development programs: Teaching and learning about nature of science","translated_title":"","metadata":{"abstract":"The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers’ professional competences about the nature of science (NOS) by using a new evaluation perspective. 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The findings demonstrate that the CPD program about NOS effectively improved teachers’ views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students’ views ...","internal_url":"https://www.academia.edu/70532960/A_five_level_design_for_evaluating_professional_development_programs_Teaching_and_learning_about_nature_of_science","translated_internal_url":"","created_at":"2022-02-05T04:34:14.624-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":80246722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80246722/thumbnails/1.jpg","file_name":"erdas-kartal.pdf","download_url":"https://www.academia.edu/attachments/80246722/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_five_level_design_for_evaluating_profe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80246722/erdas-kartal-libre.pdf?1644065847=\u0026response-content-disposition=attachment%3B+filename%3DA_five_level_design_for_evaluating_profe.pdf\u0026Expires=1734512566\u0026Signature=XQvZKBfBZigAdw33WNmoKK5-AFXGXKU1a1s5xjgvi92ixlKP4pCLLaH6iarxfa-ie9fNsAJcE59boGjlpZ8SmyTwkqSlJDwzxCpL-8DeB1IIHO-NZ0aouIBDwH33x4fIp4Uyxl4hC4ePJtAXbjtUkApU8LPkp-tpg8XQSgW~8xyZdMf~G1s2PTa3f1x4vOjhfGyjuUcdivNq1WMbNOs~6NEsir15SaZpgDuhVAQ1AZMIBMpFac4G-ZiIBNESxbSm5h4ntUGlfWZ0oQn9GZPGE80TZHhE-zgRZTyqnNFmYHngALRX8zMvJsKaOw3VH3ZVniGnWgia6SjBTOf7oPyNlQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"A_five_level_design_for_evaluating_professional_development_programs_Teaching_and_learning_about_nature_of_science","translated_slug":"","page_count":25,"language":"en","content_type":"Work","summary":"The aim of this study is to evaluate a continuing professional development (CPD) program designed to improve teachers’ professional competences about the nature of science (NOS) by using a new evaluation perspective. The researchers followed a year long CPD about NOS with the voluntary attendance of 18 middle school science teachers and their students. In a collaborative and reflective environment, teachers were introduced to various NOS aspects and ways to use explicit instruction and formative assessment in their NOS teaching. In addition, teachers received teaching activities and materials to be implemented in their classrooms for one year. The data were collected and evaluated based on the “five level (learning, beliefs, transfer, results, and reaction) evaluation model”. The findings demonstrate that the CPD program about NOS effectively improved teachers’ views about NOS, beliefs about teaching and learning the NOS, classroom practices about NOS and also their students’ views ...","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":80246722,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80246722/thumbnails/1.jpg","file_name":"erdas-kartal.pdf","download_url":"https://www.academia.edu/attachments/80246722/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"A_five_level_design_for_evaluating_profe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80246722/erdas-kartal-libre.pdf?1644065847=\u0026response-content-disposition=attachment%3B+filename%3DA_five_level_design_for_evaluating_profe.pdf\u0026Expires=1734512566\u0026Signature=XQvZKBfBZigAdw33WNmoKK5-AFXGXKU1a1s5xjgvi92ixlKP4pCLLaH6iarxfa-ie9fNsAJcE59boGjlpZ8SmyTwkqSlJDwzxCpL-8DeB1IIHO-NZ0aouIBDwH33x4fIp4Uyxl4hC4ePJtAXbjtUkApU8LPkp-tpg8XQSgW~8xyZdMf~G1s2PTa3f1x4vOjhfGyjuUcdivNq1WMbNOs~6NEsir15SaZpgDuhVAQ1AZMIBMpFac4G-ZiIBNESxbSm5h4ntUGlfWZ0oQn9GZPGE80TZHhE-zgRZTyqnNFmYHngALRX8zMvJsKaOw3VH3ZVniGnWgia6SjBTOf7oPyNlQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":80246721,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/80246721/thumbnails/1.jpg","file_name":"erdas-kartal.pdf","download_url":"https://www.academia.edu/attachments/80246721/download_file","bulk_download_file_name":"A_five_level_design_for_evaluating_profe.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/80246721/erdas-kartal-libre.pdf?1644065847=\u0026response-content-disposition=attachment%3B+filename%3DA_five_level_design_for_evaluating_profe.pdf\u0026Expires=1734512566\u0026Signature=gN1j87am6-WmBnDddgZN9KYxDliRiswRFnwo72b6P63WFbDFzh9KiZVp9kAtxC3ydPGmqrzEx8o8fV~zwnGebQCYbq5cM4uBLh78heLKV16AGfMsUJGCFXUg6jw7TbATW3tEmwkhwttfYpPP68EGuP1OiX4Ovzf~4EoFac7dt2hVZafBffsxr856lkwni9Qjy8Pnp1Rqi2WVEkqKJ0qFqC4vS7TzSrlJ6glHLxwin3sy34UVTzEaRmULnVHuGYGRBG8fOTZjzNXeXnE0eetBcN~G~2ALshWLPmNQJscGF2NsLPYTb~C2indOrs4~V7C~g1mAsoK5vWxB16ASPWIrNw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":20297,"name":"Nature of Science","url":"https://www.academia.edu/Documents/in/Nature_of_Science"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4"}],"urls":[{"id":17304152,"url":"http://iier.org.au/iier29/erdas-kartal.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="64444917"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/64444917/Mesleki_Geli%C5%9Fim_Program%C4%B1_%C3%96%C4%9Fretmenlerin_Bilimin_Do%C4%9Fas%C4%B1n%C4%B1_%C3%96%C4%9Frenme_ve_%C3%96%C4%9Fretme_%C4%B0nan%C3%A7lar%C4%B1"><img alt="Research paper thumbnail of Mesleki Gelişim Programı: Öğretmenlerin Bilimin Doğasını Öğrenme ve Öğretme İnançları" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/64444917/Mesleki_Geli%C5%9Fim_Program%C4%B1_%C3%96%C4%9Fretmenlerin_Bilimin_Do%C4%9Fas%C4%B1n%C4%B1_%C3%96%C4%9Frenme_ve_%C3%96%C4%9Fretme_%C4%B0nan%C3%A7lar%C4%B1">Mesleki Gelişim Programı: Öğretmenlerin Bilimin Doğasını Öğrenme ve Öğretme İnançları</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The Nature of Science (NOS) is an important component of science literacy, which is the main visi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers&#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers&#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64444917"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64444917"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64444917; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64444917]").text(description); $(".js-view-count[data-work-id=64444917]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64444917; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64444917']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 64444917, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64444917]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64444917,"title":"Mesleki Gelişim Programı: Öğretmenlerin Bilimin Doğasını Öğrenme ve Öğretme İnançları","translated_title":"","metadata":{"abstract":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","publication_date":{"day":null,"month":null,"year":2019,"errors":{}}},"translated_abstract":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","internal_url":"https://www.academia.edu/64444917/Mesleki_Geli%C5%9Fim_Program%C4%B1_%C3%96%C4%9Fretmenlerin_Bilimin_Do%C4%9Fas%C4%B1n%C4%B1_%C3%96%C4%9Frenme_ve_%C3%96%C4%9Fretme_%C4%B0nan%C3%A7lar%C4%B1","translated_internal_url":"","created_at":"2021-12-16T00:13:12.223-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Mesleki_Gelişim_Programı_Öğretmenlerin_Bilimin_Doğasını_Öğrenme_ve_Öğretme_İnançları","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"The Nature of Science (NOS) is an important component of science literacy, which is the main vision of science teaching programs. In contrast, science teachers face significant problems in transferring the nature of science to classroom practices. Science teachers\u0026#39; classroom practices are influenced by their belief in learning and teaching. Therefore, the development of teachers\u0026#39; beliefs in learning and teaching the NOS is important for the development of classroom practices. Thus, in this research, the effect of a continuing professional development (CPD) program aimed at improving science teachers’ professional competences related to the NOS on their beliefs about learning and teaching of the NOS was searched. 18 volunteered science teachers participated in the research. A single group pretest-posttest experimental design was used in the study. The data were collected using the ‘’Beliefs About Reformed Science Teaching and Learning (BARSTL)’’developed by Sampson and Benton...","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="56125173"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program"><img alt="Research paper thumbnail of Improving science teachers’ nature of science views through an innovative continuing professional development program" class="work-thumbnail" src="https://attachments.academia-assets.com/71665348/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program">Improving science teachers’ nature of science views through an innovative continuing professional development program</a></div><div class="wp-workCard_item"><span>International Journal of STEM Education</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: This study describes how teachers' nature of science (NOS) views changed throughout a...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="74c08e71d50f4dccc967f9f5687410d6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":71665348,"asset_id":56125173,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="56125173"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="56125173"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 56125173; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=56125173]").text(description); $(".js-view-count[data-work-id=56125173]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 56125173; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='56125173']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 56125173, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "74c08e71d50f4dccc967f9f5687410d6" } } $('.js-work-strip[data-work-id=56125173]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":56125173,"title":"Improving science teachers’ nature of science views through an innovative continuing professional development program","translated_title":"","metadata":{"publisher":"Springer Nature","grobid_abstract":"Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.","publication_name":"International Journal of STEM Education","grobid_abstract_attachment_id":71665348},"translated_abstract":null,"internal_url":"https://www.academia.edu/56125173/Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program","translated_internal_url":"","created_at":"2021-10-06T20:26:30.356-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":71665348,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665348/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665348/s40594-018-0125-4-libre.pdf?1635205092=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=EtXallZ0uITvFvMYdYLJ1Rgw9QUI3Csd6Y7IFggoOJGWiG73iqvGloHc4dK7lO-n8bz-B3bEv4KaD562Qw~qultZLPGn~UUggGBm6Jgmj4Pq8~9-ffHbKyzzxlVi4HbD2Oo27Jqx6bQZZvE86j~DbHlkuhGIrAO4sKeGhKE8-ID1X62H53UbA6VI8fQeNZY7~~Mn7eLSPwxxxgLdhdXLQByZ6CPO0O8f5gEA2aZts3DPS14MQyId57Eht~12HSNmTD5eu5c01ysnHKbAEav8OvW8I4pXH44K91RfypfSulWovE3jl0qv6kR-ELJmGg8i3SHdg~xUhR6TMY65mbf5Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Improving_science_teachers_nature_of_science_views_through_an_innovative_continuing_professional_development_program","translated_slug":"","page_count":10,"language":"en","content_type":"Work","summary":"Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":71665348,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665348/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665348/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665348/s40594-018-0125-4-libre.pdf?1635205092=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=EtXallZ0uITvFvMYdYLJ1Rgw9QUI3Csd6Y7IFggoOJGWiG73iqvGloHc4dK7lO-n8bz-B3bEv4KaD562Qw~qultZLPGn~UUggGBm6Jgmj4Pq8~9-ffHbKyzzxlVi4HbD2Oo27Jqx6bQZZvE86j~DbHlkuhGIrAO4sKeGhKE8-ID1X62H53UbA6VI8fQeNZY7~~Mn7eLSPwxxxgLdhdXLQByZ6CPO0O8f5gEA2aZts3DPS14MQyId57Eht~12HSNmTD5eu5c01ysnHKbAEav8OvW8I4pXH44K91RfypfSulWovE3jl0qv6kR-ELJmGg8i3SHdg~xUhR6TMY65mbf5Tw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":71665349,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/71665349/thumbnails/1.jpg","file_name":"s40594-018-0125-4.pdf","download_url":"https://www.academia.edu/attachments/71665349/download_file","bulk_download_file_name":"Improving_science_teachers_nature_of_sci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/71665349/s40594-018-0125-4-libre.pdf?1635205093=\u0026response-content-disposition=attachment%3B+filename%3DImproving_science_teachers_nature_of_sci.pdf\u0026Expires=1734512566\u0026Signature=IiLbJSWn3jPJ7HnQJlOg9r13S4b-nPY5ltIPbnrggTTsOi-MPPV2I2YHrVX5EgKuh6klgLh6NDE7JcxUr-OcEuA-pseVr0YNNGq0~HVKlJ2w0YrTtFoEr3TuLrjybvePNCFdYRs4iyI4Wu-Z5amqSeJayUFKpJHDnEPTb0l88apRVUNgRt2sD-FAWeAOYHKdnXGMtXI9Uokr~~mD0RnVgtumvgucp0dg0ju~MFtB9YYKKxW-aN1ej0ImOSO~PJVJxykl49DjhWI5~LfyM01k1-NC~o0ENsyWnCiR-akbfqfGqnnO5pGNGaYTAg9D3rSxF1L-ZvrAQlrgIRQ5vx0htw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":20297,"name":"Nature of Science","url":"https://www.academia.edu/Documents/in/Nature_of_Science"},{"id":28493,"name":"STEM Education","url":"https://www.academia.edu/Documents/in/STEM_Education"},{"id":1268087,"name":"Teachers Professional Development","url":"https://www.academia.edu/Documents/in/Teachers_Professional_Development-4"}],"urls":[{"id":12433070,"url":"http://link.springer.com/content/pdf/10.1186/s40594-018-0125-4.pdf"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49050503"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49050503/Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_%C4%B0lk%C3%B6%C4%9Fretim_Birinci_Kademe_D%C3%BCzeyinde_%C3%87evre_%C4%B0%C3%A7erikli_Ders_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Disiplinler_Aras%C4%B1_Yakla%C5%9F%C4%B1m_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi"><img alt="Research paper thumbnail of Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi" class="work-thumbnail" src="https://attachments.academia-assets.com/67439047/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49050503/Investigation_of_Environmental_Related_Course_Gains_at_the_First_Level_of_Primary_Education_in_Terms_of_Interdisciplinary_Approach_%C4%B0lk%C3%B6%C4%9Fretim_Birinci_Kademe_D%C3%BCzeyinde_%C3%87evre_%C4%B0%C3%A7erikli_Ders_Kazan%C4%B1mlar%C4%B1n%C4%B1n_Disiplinler_Aras%C4%B1_Yakla%C5%9F%C4%B1m_A%C3%A7%C4%B1s%C4%B1ndan_%C4%B0ncelenmesi">Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi</a></div><div class="wp-workCard_item"><span>Kastamonu Eğitim Dergisi</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Purpose: Environment is an interdisciplinary research field related to many social, cultural, psy...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. Since environment and environmental problems affect many areas in our lives, environmental education in education programs should be handled with an interdisciplinary approach. In the research, environmental related gains in primary education curriculum were examined in the context of associating with other disciplines based on integrated interdisciplinary approach. Design/Methodology/Approach: The study is qualitative research and document analysis method was used in the analysis of the data. Findings: The number of environmental related gains at primary level was determined to be 96. It has been determined that the environmental related gains in primary education curriculum are concentrated in some courses such as Life Science, Science and Social Studies, and these gains are not included in the curriculum of some courses. It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="300738f97cc37874bea004f50c8416af" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67439047,"asset_id":49050503,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67439047/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49050503"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49050503"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49050503; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49050503]").text(description); $(".js-view-count[data-work-id=49050503]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49050503; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49050503']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49050503, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "300738f97cc37874bea004f50c8416af" } } $('.js-work-strip[data-work-id=49050503]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49050503,"title":"Investigation of Environmental Related Course Gains at the First Level of Primary Education in Terms of Interdisciplinary Approach İlköğretim Birinci Kademe Düzeyinde Çevre İçerikli Ders Kazanımlarının Disiplinler Arası Yaklaşım Açısından İncelenmesi","translated_title":"","metadata":{"doi":"10.24106/kefdergi.699761","abstract":"Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. Since environment and environmental problems affect many areas in our lives, environmental education in education programs should be handled with an interdisciplinary approach. In the research, environmental related gains in primary education curriculum were examined in the context of associating with other disciplines based on integrated interdisciplinary approach. Design/Methodology/Approach: The study is qualitative research and document analysis method was used in the analysis of the data. Findings: The number of environmental related gains at primary level was determined to be 96. It has been determined that the environmental related gains in primary education curriculum are concentrated in some courses such as Life Science, Science and Social Studies, and these gains are not included in the curriculum of some courses. It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Kastamonu Eğitim Dergisi"},"translated_abstract":"Purpose: Environment is an interdisciplinary research field related to many social, cultural, psychological, economic and social fields. Therefore, the success of a study to be planned in environmental education requires directing the study by considering these disciplines. 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It has been observed that the level of association of the determined gains with other disciplines is weak. In addition, no clear explanation has been found in the curriculum about the necessity of handling environmental related gains with an interdisciplinary approach. Highlights: The research shows that environmental gains in primary education curriculum are insufficient in terms of integrated interdisciplinary approach.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":67439047,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439047/thumbnails/1.jpg","file_name":"10.24106_kefdergi.699761_996011.pdf","download_url":"https://www.academia.edu/attachments/67439047/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Investigation_of_Environmental_Related_C.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439047/10.24106_kefdergi.699761_996011-libre.pdf?1622066820=\u0026response-content-disposition=attachment%3B+filename%3DInvestigation_of_Environmental_Related_C.pdf\u0026Expires=1734512566\u0026Signature=SG4b344tLvy1RFr80TB~4hytjmFyl4dJvgwZ45QRpYQceSMfZ~2WQL11FJMnxf3tBdYaDGC3l3qCnLeQ9l0dkVMhLNTa~~rpeAYrb4w5AKylIuqc9kcVWgddDd9CBWsKDHndymFG3wHesEbXBIsHo0gtNCI0P1WpOX8ts3MxkpjEsf5qNzO7mwc54m7a-LFilsCc8n-WBY0GFUP0CIH8YUB7XVu7PaJ8pqjpiNGHPNz0TQVpMPMUO2eicUamwHwDUON3VCUu8UtPQCAU8pablllj702nKvdZubrVuTqCXRS1VMRbhpeGHt-0fwgHdX3uzgVoUG2iNszt0-IiiGgMlw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":794266,"name":"Fen Bilgisi Eğitimi","url":"https://www.academia.edu/Documents/in/Fen_Bilgisi_Egitimi"},{"id":1418444,"name":"çEvre Eğitimi","url":"https://www.academia.edu/Documents/in/cEvre_Egitimi"},{"id":2377053,"name":"Temel Eğitim","url":"https://www.academia.edu/Documents/in/Temel_E%C4%9Fitim"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49050495"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1"><img alt="Research paper thumbnail of Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası" class="work-thumbnail" src="https://attachments.academia-assets.com/67439031/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1">Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası</a></div><div class="wp-workCard_item"><span>OPUS</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The main objective of science education programs of many countries is to raise scientifically lit...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="10819a00f8cca7f579dbedb204008ad9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67439031,"asset_id":49050495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49050495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49050495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49050495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49050495]").text(description); $(".js-view-count[data-work-id=49050495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49050495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49050495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49050495, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "10819a00f8cca7f579dbedb204008ad9" } } $('.js-work-strip[data-work-id=49050495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49050495,"title":"Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası","translated_title":"","metadata":{"doi":"10.26466/opus.861829","abstract":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"OPUS"},"translated_abstract":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","internal_url":"https://www.academia.edu/49050495/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman%C4%B1n_Do%C4%9Fas%C4%B1","translated_internal_url":"","created_at":"2021-05-26T13:48:55.057-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":2830336,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":36563551,"work_id":49050495,"tagging_user_id":2830336,"tagged_user_id":163191551,"co_author_invite_id":null,"email":"g***i@gmail.com","display_order":1,"name":"Günkut Mesci","title":"Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası"}],"downloadable_attachments":[{"id":67439031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439031/thumbnails/1.jpg","file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558.pdf","download_url":"https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439031/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558-libre.pdf?1622064986=\u0026response-content-disposition=attachment%3B+filename%3DTeoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf\u0026Expires=1734512566\u0026Signature=SArSY0MjAZ4vSqvv0Phf5VSQiiRYo9Rudgqnck8FAeJWcy48TcKAmtiGqE~LSquiY71JHq95u--cp5FZcsxrc57UTM8Bf2SQwG2ZEmWrzsqBfgqu5ADtqityzCQxLT6IaaIETiSjyFtk7Ov5RJLQlwsbc8SYad0rW7NE2pYS6pbCHwvX2snhOR1j~N3OGO7WAbRRtRfxeD-w5jfSA09gFSIbF1zdE7nYkiCFt9m5xVez7h0Jn8V0j0VThiNOeUtDPyaoqcMYUtEw23Az2YFJ0xdnOrkalsFQTheaJKtu-0hb5giJkLcx~u6-~fs6Sw8VVQYrtH3hvfnRVv5qignoHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulamanın_Doğası","translated_slug":"","page_count":31,"language":"tr","content_type":"Work","summary":"The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.","owner":{"id":2830336,"first_name":"Eda","middle_initials":null,"last_name":"ERDAŞ KARTAL","page_name":"EdaERDAŞ","domain_name":"kastamonu","created_at":"2012-11-30T21:32:00.152-08:00","display_name":"Eda ERDAŞ KARTAL","url":"https://kastamonu.academia.edu/EdaERDA%C5%9E"},"attachments":[{"id":67439031,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67439031/thumbnails/1.jpg","file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558.pdf","download_url":"https://www.academia.edu/attachments/67439031/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Niw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Teoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67439031/Teoriden_Uygulamaya_Bilimsel_Sorgulama_ve_Bilimsel_Sorgulaman_n_Do_as_861829_1511558-libre.pdf?1622064986=\u0026response-content-disposition=attachment%3B+filename%3DTeoriden_Uygulamaya_Bilimsel_Sorgulama_v.pdf\u0026Expires=1734512566\u0026Signature=SArSY0MjAZ4vSqvv0Phf5VSQiiRYo9Rudgqnck8FAeJWcy48TcKAmtiGqE~LSquiY71JHq95u--cp5FZcsxrc57UTM8Bf2SQwG2ZEmWrzsqBfgqu5ADtqityzCQxLT6IaaIETiSjyFtk7Ov5RJLQlwsbc8SYad0rW7NE2pYS6pbCHwvX2snhOR1j~N3OGO7WAbRRtRfxeD-w5jfSA09gFSIbF1zdE7nYkiCFt9m5xVez7h0Jn8V0j0VThiNOeUtDPyaoqcMYUtEw23Az2YFJ0xdnOrkalsFQTheaJKtu-0hb5giJkLcx~u6-~fs6Sw8VVQYrtH3hvfnRVv5qignoHw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":794266,"name":"Fen Bilgisi Eğitimi","url":"https://www.academia.edu/Documents/in/Fen_Bilgisi_Egitimi"},{"id":1179596,"name":"Bilimsel Okuryazarlık","url":"https://www.academia.edu/Documents/in/Bilimsel_Okuryazarlik"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43971976"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43971976/Faculty_Members_Attitude_towards_Environment_A_Q_Method_Study"><img alt="Research paper thumbnail of Faculty Members' Attitude towards Environment: A Q Method Study" class="work-thumbnail" src="https://attachments.academia-assets.com/64300829/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43971976/Faculty_Members_Attitude_towards_Environment_A_Q_Method_Study">Faculty Members' Attitude towards Environment: A Q Method Study</a></div><div class="wp-workCard_item"><span>Hacettepe Üniversitesi Eğitim Fakültesi Dergisi</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using "centroid factor analysis", which is a factor extraction method that is frequently used in the Q method studies, "Q rotation" and "Varimax rotation" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. Faculty members' attitudes were predominantly influenced by restrictive, subjective or general expressions in the survey, their own emotional structures, their fields of the study, and their religious beliefs. The findings of this study may have a potential significant for the future research with its unique methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="799fb6970f6994b44f5465214c739609" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64300829,"asset_id":43971976,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64300829/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43971976"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43971976"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43971976; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43971976]").text(description); $(".js-view-count[data-work-id=43971976]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43971976; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43971976']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43971976, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "799fb6970f6994b44f5465214c739609" } } $('.js-work-strip[data-work-id=43971976]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43971976,"title":"Faculty Members' Attitude towards Environment: A Q Method Study","translated_title":"","metadata":{"doi":"10.16986/HUJE.2020062804 ","abstract":"Published: XX.XX.XXXX The aim of this study is to reveal the attitudes of faculty members about the environment and to understand the reasons underlying these attitudes. The sample of this study consists of fourteen faculty members who work at an education faculty in Turkey. This study was designed by using Q method, which is defined as revealing subjective views. Although the data collected through interviews and were mostly analyzed quantitatively, the results were interpreted predominantly in qualitative ways. The Q sorting data for all participants were entered into the PQMethod software. Throughout using \"centroid factor analysis\", which is a factor extraction method that is frequently used in the Q method studies, \"Q rotation\" and \"Varimax rotation\" were used to determine the significance of the factors. After the analysis, the participants were grouped as comprehensive, protective, utilitarian-centered, and anti-benefit factors. The majority of the participants generally have an ecocentric attitude, while some have anthropocentric attitude towards environment. 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A survey was administered to 269 teacher candidates in all grade levels studying at Kastamonu University. We collected data by means of questionnaires that included demographic questions (grade level, gender, high school, grade-point average, and whether they willingly chose to be teachers and to enter preschool education specifically) and nine open-ended questions on specific areas. The results showed that 49.8% of the teacher candidates had anxieties about classroom management; 46.1% about communication with parents; 26.8% about communicating with children; 29.7% about communicating with school directors and other teachers; 61% about the children's orientation to school; 43.9% about childcare issues; 59.9% about inclusion of children with disabilities; 59.1% about the environment in which they will find themselves once they are hired; and 40.9% about the planning and execution of teaching and learning processes.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5219d6370d3e768d9889dd44d8a4b22f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63910957,"asset_id":43608014,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63910957/download_file?st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&st=MTczNDUwODk2Nyw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43608014"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43608014"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43608014; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43608014]").text(description); $(".js-view-count[data-work-id=43608014]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43608014; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='43608014']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 43608014, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5219d6370d3e768d9889dd44d8a4b22f" } } $('.js-work-strip[data-work-id=43608014]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":43608014,"title":"Professional anxieties of preschool teacher candidates","translated_title":"","metadata":{"abstract":"The purpose of this study was to determine the anxieties of preschool teacher candidates regarding their future profession. 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