Improving Science Teachers' Nature of Science Views through an Innovative Continuing Professional Development Program

Autor/inn/en	Erdas Kartal, Eda; Cobern, William W.; Dogan, Nihal; Irez, Serhat; Cakmakci, Gultekin; Yalaki, Yalcin
Titel	Improving Science Teachers' Nature of Science Views through an Innovative Continuing Professional Development Program
Quelle	In: International Journal of STEM Education, 5 (2018), Artikel 30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erdas Kartal, Eda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-018-0125-4
Schlagwörter	Science Teachers; Scientific Attitudes; Knowledge Level; Scientific Principles; Inservice Teacher Education; Science Education; Professional Continuing Education; Interviews; Questionnaires; Program Effectiveness; Educational Innovation; Teacher Improvement; Foreign Countries; Middle School Teachers; Content Analysis; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lehrerfortbildung; Naturwissenschaftliche Bildung; Berufsfeldbezogener Unterricht; Weiterbildung; Interviewing; Interviewtechnik; Fragebogen; Instructional innovation; Bildungsinnovation; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Inhaltsanalyse; Türkei
Abstract	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 Science-Form 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01