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Examining science teacher’s understandings of the NOS aspects through the use of knowledge test and open-ended questions

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Author(s): Mustafa Serdar Koksal | Jale Cakiroglu

Journal: Science Education International
ISSN 1450-104X

Volume: 21;
Issue: 3;
Start page: 197;
Date: 2010;
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Keywords: Elementary Science Teachers | Nature of Science | Assessment of NOS

ABSTRACT
The nature of science aspects (NOS) are the most emphasized theme inmany curriculum and reform attempts. Teachers as a curriculumimplementer in the classroom play important role for policy, arrangementsand classroom experiences on NOS understandings of students. Researchersgenerally assessed the teachers’ NOS conceptions using open-endedquestions plus interview in limited samples. However, in the literature, therehave been some critics on this way of assessment. For that reason, this studyaims to assess elementary science teachers’ (N=47) NOS conceptions byusing “Open-ended questions” and “Knowledge test”. The results showedexistence of some misunderstandings on NOS and the participants’responses to knowledge test and open-ended questions gave similar patternin terms of ten aspects of NOS, except for three aspects.
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