The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students

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dc.authoridKÖKSAL, Mustafa Serdar/0000-0002-2185-5150
dc.authoridCakiroglu, Jale/0000-0002-1014-7650
dc.authorwosidKÖKSAL, Mustafa Serdar/L-3711-2019
dc.authorwosidCakiroglu, Jale/AAG-6451-2019
dc.authorwosidKÖKSAL, Mustafa Serdar/K-9213-2019
dc.contributor.authorKoksal, Mustafa Serdar
dc.contributor.authorCakiroglu, Jale
dc.contributor.authorGeban, Omer
dc.date.accessioned2024-08-04T20:38:00Z
dc.date.available2024-08-04T20:38:00Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C and follow-up interviews were used for data collection. Categorisation of the participants' profiles on aspects of the NOS was used for data analysis. According to the results, participants had misunderstandings about scientific methods', laws and theories' and observation and inference', while they had expert views on the role of creativity and imagination' in the beginning of the study. For changing naive NOS understandings, the EER approach was found to be effective.en_US
dc.identifier.doi10.1080/00219266.2013.799080
dc.identifier.endpage223en_US
dc.identifier.issn0021-9266
dc.identifier.issn2157-6009
dc.identifier.issue4en_US
dc.identifier.scopus2-s2.0-84890425950en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage208en_US
dc.identifier.urihttps://doi.org/10.1080/00219266.2013.799080
dc.identifier.urihttps://hdl.handle.net/11616/96304
dc.identifier.volume47en_US
dc.identifier.wosWOS:000328017200004en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofJournal of Biological Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectnature of scienceen_US
dc.subjectexplicit-embedded-reflective instructionen_US
dc.subjectbiology educationen_US
dc.subjectadvanced science studentsen_US
dc.subjectcell uniten_US
dc.titleThe effect of explicit embedded reflective instruction on nature of science understandings in advanced science studentsen_US
dc.typeArticleen_US

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