Browsing by Author "Kutluca A.Y., Aydın A."

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Changes in Pre-service Science Teachers’ Understandings After Being Involved in Explicit Nature of Science and Socioscientific Argumentation Processes
(2017-08-01) Kutluca A.Y., Aydın A.; Kutluca, AY, Aydin, A
The study explored the changes in pre-service science teachers’ understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers’ NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers.
Pre-service science teachers’ nature of science understandings’ influence on their socioscientific argumentation quality^*
(2018-01-01) Kutluca A.Y., Aydın A.
The purpose of this study is to investigate pre-service science teachers’ (PSTs’) nature of science (NOS) understandings’ influence on their socioscientific argumentation quality. This study was conducted with 12 participants whom were chosen with maximum variation sampling method among 27 PSTs. The class of the participants was chosen by basic random sampling method. This study, which contains both qualitative and quantitative processes, is an explanatory mixed method in which quantitative data are used in more detail than qualitative data. For this study, which lasted 11 weeks in total, three groups with four participants in each were formed. Presentations, whole-class discussions and small group discussions were made for participants to learn fundamental knowledge about the NOS and socioscientific argumentation; and to have them basic argumentation formation skills. Qualitative and quantitative data analyses indicate that understanding (low, medium, high) of the NOS impacts socioscientific argumentation quality. Our results also indicate that superior understanding of the NOS also predicts socioscientific argumentation quality.