Developing an Explicit-Reflective Inquiry-Based Professional Development Workshop and Examining the Effects on Nature of Scientific Knowledge

dc.creator	Eylem BAYIR
dc.creator	Fitnat KÖSEOĞLU
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:28:21Z
dc.date.available	2015-07-20T22:28:21Z
dc.identifier	1302-5007
dc.identifier	https://doaj.org/article/b006748c4715461682463060d5a324d5
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21950
dc.description	Improving understanding of nature of science and scientific knowledge for individuals has been seen one of the essential objectives for science education for years. Teachers have a critical role in the process of learning nature of science by students. For this reason, we have turned our attentions toward improving science teachers‟ views about nature of science and scientific knowledge. This study focused specifically on introducing the explicit-reflective inquiry-based professional development workshop designed by the researchers. Second aim of this study is to examine the impact of explicit-reflective inquiry-based professional development workshop on preservice chemistry teachers‟ understandings of nature of scientific knowledge. Participants of this study were 20 preservice chemistry teachers at Gazi University. In order to exposing the changes in understandings of nature of scientific knowledge, Turkish version of The Nature of Scientific Knowledge Scale (NSKS) and interviews were used in a pre/post format. The result of the Paired Samples T-Test, used to investigate the effect on the understandings about scientific knowledge, indicated that understandings of preservice chemistry teachers had a significant progress. The quantitative analysis of the scores which the participants got from each of six categories in NSKS were put forward significant differences in term of only creative and developmental categories. Also, in the qualitative analysis of the transcripts of interviews came out similar results. It seems that our explicit inquiry-based professional development workshop moved participants towards more adequate understandings about nature of scientific knowledge.
dc.language	Turkish
dc.publisher	Ahi Evran University
dc.relation	http://kefad.ahievran.edu.tr/archieve/pdfler/Cilt11Sayi4/JKEF_11_4_2010_243-262.pdf
dc.relation	https://doaj.org/toc/1302-5007
dc.source	Journal of Kirsehir Education Faculty, Vol 11, Iss 4, Pp 243-262 (2010)
dc.subject	Inquiry-based learning
dc.subject	Explicit-reflective approach
dc.subject	Professional development
dc.subject	Nature of scientific knowledge
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Developing an Explicit-Reflective Inquiry-Based Professional Development Workshop and Examining the Effects on Nature of Scientific Knowledge
dc.type	article