Main Content
Session Information
10 SES 12 B, Programmes and Approaches: Strategies - Settings - Tools
Paper Session
Contribution
Today, it is impossible to keep up with the information produced every day. So, instead of memorizing scientific facts and concepts, using scientific processes and scientific method is way more important (Martin, 1997). In this century, there is a need for individuals who have skills such as critical thinking, problem solving and decision making.
In Turkish Science Curriculum, scientific literacy, nature of science, history of science, science-technology-society-environment relations are considered and aimed to be taught. In this study, main concerned concepts are science process skills, history of science, science experiments, attitudes towards science, science self-efficacy beliefs and logical thinking scores. Although this study derives from an issue about Turkish national science curriculum, aforementioned concepts attract science educators worldwide. This study attempts to combine history of science and science process skills - two different topics of science education in a science laboratory course.
The purpose of this research is to investigate whether there is a difference between the group where science process skills are taught through history of science activities (experimental group) and the group where science process skills are taught through science experiments (control group) in terms of pre-service classroom teachers' science process skills, attitudes towards science, science self-efficacy beliefs and logical thinking scores. The study group of this research is 44 sophomore pre-service classroom teachers who were registered to faculty of education of a private university. Participants were randomly attended to two sections of Science Laboratory II course in 2014-2015 spring semester.
Method
Expected Outcomes
References
Abell, S.K., & Lederman, N.G. (2007). Handbook of Research on Science Education. NJ: Lawrence Erlbaum. American Association for the Advancement of Science, (2015). Science: a process approach (1960-1974). AAAS: Archives & Records Center. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New York: Prentice-Hall. Brush, S. G. (1989). History of science and science education. Interchange, 20(2), 60-70. Bybee, R.W., Powell, J.C., Ellis, J.D., Giese, J.R., Parisi, L., & Singleton, L. (1991). Integrating the history and nature of science and technology in science and social studies curriculum. Science Education, 75(1), 143-155. Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463-494. Eggen, P. O., Kvittingen, L., Lykknes, A., & Wittje, R. (2012). Reconstructing iconic experiments in electrochemistry: Experiences from a history of science course. Science & Education, 21(2), 179-189. Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School science and mathematics, 90(8), 694-706. Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science & Education, 24(9-10), 1103-1140. Fraenkel, J.R., & Wallen, N.E. (1996). How to design and evaluate research in education (3rd ed.). Boston: McGraw-Hill. George, D., & Mallery, P. (2010). SPSS for windows step by step: a simple guide and reference. Boston: Allyn and Bacon. Gravetter, F., & Wallnau, L. (2009). Statistics for the behavioral sciences (8th Edition). Belmont, CA: Cengage Learning. Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty‐first century. Science education, 88(1), 28-54. Howe, E. M. (2009). Henry David Thoreau, forest succession & the nature of science: a method for curriculum development. The American Biology Teacher, 71(7), 397-404. Irwin, A. R. (2000). Historical case studies: Teaching the nature of science in context. Science education, 84(1), 5-26. Padilla, M. J. (1990). The science process skills. NARST Publications: Research Matters-to the science Teacher, 9004. Lederman, N. G. (1998). The state of science education: subject matter without context. The Electronic Journal of Science Education, 3(2). Online Erişim: http://unr. edu/homepage/jcannon/ejse/lederman. html. Krajšek, S. S., & Vilhar, B. (2010). Active teaching of diffusion through history of science, computer animation and role playing. Journal of Biological Education, 44(3), 116-122.
Programme by Networks, ECER 2021
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
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Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
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Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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