Reconceptualizing the Nature of Scientific Practices in Pre-service Elementary Teacher Education

A collaborative study between colleagues at the University of Limerick, Boğaziçi University, & University of Delaware

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Interdisciplinary Context

• Science: Disciplinary and multidisciplinary connections across disciplinary boundaries.

• Science education: Cognitive science, Human development (theories of learning, conceptual change)

• Nature of science in science education: Philosophy of science, Science, Science education

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International Collaborative Context: Level I

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International Collaborative Context Level II

Collaborative study focused on scientific practices, one of 5 key ideas in the book.

Purpose:Improve pre-service elementary school teachers

understanding about scientific practices in a science education course.

Research Team Colleagues:•Sibel Erduran, University of Limerick, Ireland•Ebru Mugaloglu, Deniz Saribas, Ebru Kaya, & Gaye Ceyhan,

Boğaziçi University, Turkey

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Study Focus: Scientific Practices

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Benzene ring

Participants:21 Pre-service elementary teachers(3rd year in teacher education program)

Materials:•Research instruments•Teaching module

Duration of module: 3 class sessions

Data sources: •Group discussions,•Pre-post surveys•Pre-post posters•Interviews

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Study Details

Findings

• Intervention influenced pre-service teachers’ perceptions of scientific practices in a holistic sense.

• In few cases, confusion was detected about scientific methods.

• A shift in teacher candidates’ understanding was noted though it was not necessarily along the desired cyclic and dynamic account of scientific practices.

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Lesson Learned

• Revision of instructional module.

• Design learning environments that engage learners in holistic accounts of NOS more extensively.

• Implement and evaluate further interventions.

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Future Steps

• Participate in a National Workshop in Istanbul, Turkey on December 22, 2014.

• Use findings to revise curriculum intended to improve pre-service teachers understanding of scientific practices.

• Sharing findings at national and international conferences.

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Acknowledgements

• TUBITAK Project number 291762/2236“Revisiting Scientific Inquiry in the Classroom: Towards and

Interdisciplinary Framework for Science Teaching and Learning”

• Marie-Curie/TUBITAK Brain Circulation Scheme Fellowship to Sibel Erduran, based at Bogazici University

• UD Center for Science, Ethics, and Public Policy, during the work on the book

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