Improving science teachers' nature of science views through an innovative continuing professional development program
Springer, 2018
Online
academicJournal
Zugriff:
WOS:000439312200001 ; PubMed: 30631720 ; Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of ScienceForm C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program. Results: The results indicated that the NOS-CPD program improved the teachers' NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers. Conclusions: The article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.
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Improving science teachers' nature of science views through an innovative continuing professional development program
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Autor/in / Beteiligte Person: | Kartal, Eda Erdaş ; Cobern, William W. ; Doğan, Nihal ; İrez, Serhat ; Çakmakcı, Gültekin ; BAİBÜ, Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi ; orcid:0000-0003-3294-4666 ; orcid:0000-0003-2225-0812 ; orcid:0000-0003-2003-2520 ; orcid:0000-0002-1568-827X ; orcid:0000-0002-0219-203X |
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Veröffentlichung: | Springer, 2018 |
Medientyp: | academicJournal |
ISSN: | 2196-7822 (print) |
DOI: | 10.1186/s40594-018-0125-4 |
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