Preservice Science Teachers’ Views about Scientific Inquiry: The Case of Turkey and Taiwan

In recent years, the importance of examining the opinions of preservice science teachers who willeducate future science literate individuals towards scientific research has been frequently mentioned. Inthis research, in order to contribute to the field, 88 preservice science teachers in Turkey and 80preservice science teachers in Taiwan participated in the study. The data was collected via Views aboutScientific Inquiry - VASI Questionnaires. Also, semi-structured interviews with volunteered preservicescience teachers. Results showed that there is a significant difference on behalf of preservice scienceteachers in Taiwan in terms of “the way that the scientific inquiries are done”, “the place of experimentand observation in scientific inquiries” as for the first dimension, and “there is no single set or sequenceof steps followed in all inquiries” as for the second dimension. Besides, the preservice science teachersfrom both countries stated their views in “scientific” level on the dimension of “The result of an inquiryshould be in accordance with the collected data”. Moreover, it was revealed that preservice scienceteachers in Turkey have difficulty in defining that scientific research always starts with a question; andpreservice science teachers in Taiwan have difficulty in defining the scientific data and scientificevidence. Considering all the findings, preservice science teachers’ views of scientific inquiry in Taiwanare better than them in Turkey.

Fen Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Görüşleri: Türkiye ve Tayvan Örneği

Son yıllarda, geleceğin bilim okuryazarı bireylerini yetiştirecek olan öğretmen adaylarının bilimsel araştırmaya yönelik sahip oldukları görüşlerin incelenmesinin öneminden sıklıkla bahsedilmektedir. Bu doğrultuda alana katkı sağlamak amacıyla bu araştırmada, Türkiye ve Tayvan’daki fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşleri incelenmiştir. Bu amaçla Türkiye’den 88 öğretmen adayı ve Tayvan’dan 80 öğretmen adayından bilimsel araştırmaya yönelik veriler toplanmıştır. Fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşlerinin araştırılması için Lederman ve Lederman, Lederman, Bartos, Bartel, Meyer ve Schwartz (2014) tarafından geliştirilen Views About Scientific Inquiry Qustionnaire- VASI kullanılmıştır. Tarama modelinde olan bu araştırmada nitel ve nicel veri analizi yapılmıştır. Ayrıca ölçekte yer alan açık uçlu sorular sorularak, seçilen öğretmen adaylarıyla görüşmeler gerçekleştirilmiştir. Çalışmadan elde edilen bulgular doğrultusunda fen öğretmen adaylarının, bilimsel araştırmaların yapılışına ve deney-gözlemin bilimsel araştırmalardaki yerine ilişkin olan bilimsel araştırmanın birinci boyutuna ve bilimsel araştırmaların belli bir yöntemi ve basamağının olmadığına ilişkin olan ikinci boyutuna yönelik verdikleri cevaplarda ülke değişkenine göre Tayvan’daki fen öğretmen adayları lehine anlamlı bir farklılığın olduğu ortaya konmuştur. Ayrıca her iki ülkedeki fen öğretmen adaylarının bilimsel araştırmaya yönelik görüşlerinin “Çalışmanın sonucu, toplanan verilerle tutarlı olmalıdır” boyutunda “bilimsel” görüş düzeyinde toplandığı görülmüştür. Bunun yanında Türkiye’deki öğretmen adaylarının “Bilimsel araştırmalar her zaman bir problemle başlar” boyutunda; Tayvan’daki öğretmen adaylarının ise “veriler, kanıtlarla aynı değildir” boyutlarında çoğunlukla “yetersiz” görüş düzeyinde görüşe sahip oldukları belirlenmiştir. Sonuç olarak bilimsel araştırma düzeyleri göz önünde bulundurulduğunda Tayvan’daki öğretmen adaylarının Türkiye’deki öğretmen adaylarına göre daha iyi oldukları söylenebilir.

PDF

___

Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of Science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.466.265&rep=rep1&type=pdf

Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42. https://doi.org/10.1080/09500690410001673810

Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785–810. https://doi.org/10.1002/sce.10143|

Adisendjaja, Y.H., Rustaman, N.Y., Redjeki, S., & Satori, D. (2017). Science teachers’ understanding of scientific ınquiry in teacher professional development. Journal of Physics: Conference Series, 812, 1-5. https://doi.org/10.1088/1742-6596/812/1/012054

American Association for the Advancement of Science (AAAS) (1993). Project 2061: Benchmarks for Science Literacy. New York, NY: Oxford University Press. Retrieved from http://www.project2061.org/publications/bsl/online/index.php

Anderson, R. D. ( 2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12. https://doi.org/10.1023/A:1015171124982

Arı, Ü. (2010). Investigation of the preservice science teachers? and preservice classroom teachers? wiews on nature of science (Unpublished master’s thesis). Fırat University, Elazığ.

Aslan, O., Yalçın N., & Taşar, M. F. (2009). The views of the teachers of the science and technology on the nature of science. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi. 10(3), 1-8. Retrieved from http://kefad.ahievran.edu.tr/InstitutionArchiveFiles/f44778c7-ad4a-e711-80ef-00224d68272d/d1a3a581-af4a-e711-80ef- 00224d68272d/Cilt10Sayi3/JKEF_10_3_2009_1_8.pdf

Aydemir, S., Ugras, M., Cambay, O., & Kilic, A. (2017). prospective pre-school teachers’ views on the nature of science and scientific inquiry. Üniversitepark Bülten, 6(2), 74-87. Retrieved from https://doi.org/10.22521/unibulletin.2017.62.6

Bayır, E. (2016). Science teachers’ views about nature of science: an example of cognitive map. Kastamonu Eğitim Dergisi, 24(3), 1419-1436. Retrieved from https://dergipark.org.tr/tr/download/article-file/210050

Bologna Soares de Andrade, M., A., & Cola Levoratob, A.,C. (2017) brazilian learners’ understanding about scientific ınquiry. Proceeding of X Congreso Internacional Sobre Investigación En Didáctica De Las Ciencias, 3555-3559. Retrieved from https://ddd.uab.cat/pub/edlc/edlc_a2017nEXTRA/56._brazilian_learners_understanding. pdf

Brown, A. S., & Brown, L. L. (2007). What are Science and Math test scores really telling us? the bent of tau beta pi, 13-17. Retrieved from http://www.tbp.org/pages/Publications/Bent/Features/W07

Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri (17th ed.). Ankara: Pegem Yayınları.

Çavuş, S. (2010). Improving science and mathematics pre-service teachers' conseptions of nature of science (Unpublished master thesis). Abant İzzet Baysal Üniversitesi, Bolu.

Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science (Unpublished master thesis), Middle East Techical University, Graduate School pf Social Sciences, Ankara.

Dickinson, V. L., Abd-el Khalick, F., & Lederman, N. G. (2000). Changing elementary teachers’ views of the NOS: Effective strategies for science methods courses. ED, 441- 680.

Doğan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5 (10), 99-112. https://doi.org/10.11114/jets.v5i10.2646

Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people’s ımages of science. Philadelphia: Open University Press.

Dursun, B. (2015). The study of the opinions of the teacher candidates of science as regards the nature of the science and technology (Unpublished master thesis), İnönü University, Graduate School Of Educational Sciences, Malatya.

Gess-Newsome, J. (2002). The use and impact of explicit instruction about the nature of science and science inquiry in an elementary science methods course. Science and Education, 11, 55-67. Retrieved from https://link.springer.com/content/pdf/10.1023/A:1013054823482.pdf

Haefner, L. A., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific ınquiry and science and learning. International Journal of Science Education, 26(13), 1653-1674. https://doi.org/10.1080/0950069042000230709

Higher Education Institute (HEI) (2007). Education faculty teacher training undergraduate programs. Retrieved from https://www.yok.gov.tr/documents/10279/30217/E%C4%9E%C4 %B0T%C4%B0M+FAK%C3%9CLTES%C4%B0%20%C3%96%C4%9ER ETMEN+YET%C4%B0%C5%9ET%C4%B0RME+L%C4%B0SANS+PR OGRAMLARI.pdf/054dfc9e-a753-42e6-a8ad-674180d6e382>

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371- 406. http://dx.doi.org/10.3102/00028312042002371

Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7), 14–26. https://doi.org/10.3102/0013189X033007014

Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., Eroglu Dogan, E., & Schwartz, R. (2017). Determination of the change in the students’ views of nature of scientific inquiry at a science camp. Science and Education, 26, 889–917. https://doi.org/10.1007/s11191- 017-9941-z

Lederman, J. S. (2009). Teaching scientific inquiry: Exploration, Directed, Guided, and Opened-Ended Levels. In National geographic science: Best practices and research base (pp. 8–20). Hapton-Brown Publishers.

Lederman N.G., Lederman J.S., Bartos,S. A., Bartles, S.L., Meyer, A.A., & Schwartz, R.S. (2014). Meaningful assessment of learners’ understandings about scientific ınquiry—the views about scientific inquiry (VASI) questionnaire. Journal of Research In Science Teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125|

Lederman, N., & Lederman, J. (2012). Nature of scientific knowledge and scientific inquiry: Building ınstructional capacity through professional development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24th ed.), (pp. 335–359). Dordrecht: Springer

Lederman, N.G., Lederman, J.S., & Antink, A. (2013). Nature of science and scientific ınquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147. Retrieved from https://files.eric.ed.gov/fulltext/ED543992.pdf

Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2008). Assessing preservice elementary teachers’ views on the nature of scientific knowledge: A dual-response ınstrument. Asia-Pacific Forum on Science Learning and Teaching, 9(1), 1-20. https://www.eduhk.hk/apfslt/download/v9_issue1_files/liang.pdf

Karaman, A., & Apaydın, S. (2014). The Impact of an astronomy science summer camp on the nature of scientific inquiry understandings of elementary teachers. Kastamonu Eğitim Dergisi, 22(2), 841-864. Retrieved from https://dergipark.org.tr/tr/download/articlefile/ 209935

Karışan, D., Bilican, K., & Şenler, B. (2017). The Adaptation of the views about scientific ınquiry questionnaire: A validity and reliability study. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343. https://doi.org/10.17679/inuefd.307053

Keser, Ö. F. (2005). Recommendations towards developing educational standards to ımprove science education in Turkey. The Turkish Online Journal of Educational Technology – TOJET, 4(1), 46-53. Retrieved from http://www.tojet.net/articles/v4i1/416.pdf

Kilpatrick, A.J., Swaford, J., & Findell, B. (2001). Adding it UP: Helping children learn mathematics. Washington, DC: Natonal Academy Press.

Kim M., & Chin C. (2011), Pre-service teachers’ views on practical work with ınquiry orientation in textbookoriented science classrooms. International Journal of Environmental and Science Education, 6(1), 23-37. Retrieved from https://files.eric.ed.gov/fulltext/EJ930276.pdf

Ma, H. (2011). Internet of things: Objectives and scientific challenges. Journal of Computer Science and Technology, 26(6), 919–924. https://doi.org/10.1007/s11390-011-1189-5

MEB (2005). İlköğretim fen ve teknoloji dersi öğretim programı. Retrieved from https://ttkb.meb.gov.tr

MEB (2018). İlköğretim fen ve teknoloji dersi öğretim programı. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325

MEB (2016). National PISA Report. Retrieved from http://timss.meb.gov.tr/

Mccomas, W. F. (2000). The principal elements of the nature of science: dispelling the myths In W. F. McComas (Ed.), The Nature of Science in Science Education. Rationales and Strategies. Dordrecht, The Netherlands: Kluwer Academic.

Ministry of Education [MOE], Taiwan. (2001) White paper on higher education, Taipei: MOE.

Morrison, J. A., Raab, F. J., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views of the nature of science. Journal of Research in Science Teaching, 46(4), 384-403. https://doi.org/10.1002/tea.20252|

National Research Council (NRC) (1996). National Science Education Standards. Washington, DC: The National Academies Press. https://doi.org/10.17226/4962

Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-aboutscience” should be taught in school? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720. https://doi.org/10.1002/tea.10105

Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers’ views of the nature of science during a postbaccalaureate science-teaching program. Journal of Research in Science Teaching, 34(6), 595 – 615. https://doi.org/10.1002/(SICI)1098-2736(199708)34:6<595::AID-TEA4>3.0.CO;2-I|

Reif, F., & Larkin, J. H. (1991). Cognition in scientific and everyday domains: Comparison and learning implications. Journal of Research in. Science Teaching, 28, 733-760. https://doi.org/10.1002/tea.3660280904

Schwartz, R.S., Lederman N.G., & Lederman, J.S. (April, 2008). An instrument to assess views of scientific ınquiry: the vosi questionnaire. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Baltimore, MD. Retrieved from http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.

Solomon, J., (1991). Teaching about the nature of science in the British National Curriculum. Science Education, 75 (l), 95-103. https://doi.org/10.1002/sce.3730750109|

Schneider, R., Krajcik, J., Marx, R.W., & Soloway, E. (2002). Student learning in project-based science classrooms. Journal of Research in Science Teaching. 39(5), 410-422. https://doi.org/10.1002/tea.10029|

Schwartz, R.S., Lederman, N.G., & Lederman, J.S. (April, 2008). An Instrument to Assess Views of Scientific Inquiry: The Vosi Questionnaire. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Baltimore, MD. Retrieved from http://homepages.wmich.edu/~rschwart/docs/VOSInarst08.pdf. Accessed 13 January 2014.

Şenler, B. (2017). Examination of pre-service science teachers’ science teaching self-efficacy beliefs and views about scientific inquiry. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59. Retrieved from http://ekuad.com/articles/fen-bilgisi-ogretmenadaylarinin- fen-ogretimine-yonelik-oz-yeterlik-inanclari-ile-bilimsel-sorgulama.pdf

Tuncel, G. (2012). Using of semantic feature analysis in the assessment process of social studies teacher candities. Marmara Coğrafya Dergisi, 25, 127-136. Retrieved from https://dergipark.org.tr/tr/download/article-file/3279

Wang, J., Lv, Y., Jou, M., & Zhang, J. (2016). Research on the effects of cloud-based pedagogy for creative talents: A case study on chinese high school. Computers in Human Behavior, 63, 229-239. https://doi.org/10.1016/j.chb.2016.05.038

Yenice, N., & Ceren-Atmaca, A. (2017). Fen Bilgisi öğretmen adaylarının bilimin ve bilimsel bilginin doğasına yönelik bilgi ve görüşlerinin belirlenmesi. Kuramsal Eğitim bilim Dergisi, 10(4), 366-393. http://dx.doi.org/10.5578/keg.27943.