Download - Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education
Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education
A collaborative study between colleagues at the University of Limerick, Boğaziçi University, & University of Delaware
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Interdisciplinary Context
• Science: Disciplinary and multidisciplinary connections across disciplinary boundaries.
• Science education: Cognitive science, Human development (theories of learning, conceptual change)
• Nature of science in science education: Philosophy of science, Science, Science education
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International Collaborative Context Level II
Collaborative study focused on scientific practices, one of 5 key ideas in the book.
Purpose:Improve pre-service elementary school teachers
understanding about scientific practices in a science education course.
Research Team Colleagues:•Sibel Erduran, University of Limerick, Ireland•Ebru Mugaloglu, Deniz Saribas, Ebru Kaya, & Gaye Ceyhan,
Boğaziçi University, Turkey
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Participants:21 Pre-service elementary teachers(3rd year in teacher education program)
Materials:•Research instruments•Teaching module
Duration of module: 3 class sessions
Data sources: •Group discussions,•Pre-post surveys•Pre-post posters•Interviews
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Study Details
Findings
• Intervention influenced pre-service teachers’ perceptions of scientific practices in a holistic sense.
• In few cases, confusion was detected about scientific methods.
• A shift in teacher candidates’ understanding was noted though it was not necessarily along the desired cyclic and dynamic account of scientific practices.
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Lesson Learned
• Revision of instructional module.
• Design learning environments that engage learners in holistic accounts of NOS more extensively.
• Implement and evaluate further interventions.
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Future Steps
• Participate in a National Workshop in Istanbul, Turkey on December 22, 2014.
• Use findings to revise curriculum intended to improve pre-service teachers understanding of scientific practices.
• Sharing findings at national and international conferences.
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Acknowledgements
• TUBITAK Project number 291762/2236“Revisiting Scientific Inquiry in the Classroom: Towards and
Interdisciplinary Framework for Science Teaching and Learning”
• Marie-Curie/TUBITAK Brain Circulation Scheme Fellowship to Sibel Erduran, based at Bogazici University
• UD Center for Science, Ethics, and Public Policy, during the work on the book
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