The Impact of the Explicit Reflective Approach in Teaching the Nature of Science upon Turkish Students’ Perceptions of Science

Murat Demi̇rbaş and Funda Balci

International Journal of Asian Social Science, 2012, vol. 2, issue 8, 1255-1260

Abstract: How to teach science and how to train scientists are among frequently debated issues today. In this respect, many science teaching curricula have been developed and implemented in Turkey. It is observed that activities aimed at teaching the nature of science are included in curricula. In this study, the effectiveness of the explicit reflective approach, which is one of the methods employed in teaching the nature of science. The study was carried out in an elementary school selected from the city of Kırıkkale. The semi-experimental design was used in the research. As the data collection instrument, the “Views of Nature of Science Questionnaire” (VNOS-E) developed by Lederman et al. (2002) was employed in the study. The findings obtained were analyzed using the content analysis method, which is among qualitative data analysis techniques. In conclusion, it was observed that the explicit reflective approach had positive effects in improving students’ views of nature of science.

Keywords: Nature of science; Teaching nature of science; Explicit reflective approach; Science and technology teaching (search for similar items in EconPapers)
Date: 2012
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