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    Analysis of pre-service science teachers' understanding of nature of science and proposed arguments on socio-scientific issues
    (International Journal of Research in Education and Science, 2018) Bilican K.
    The purpose of current research is to explore the influence of a science teaching method course incorporating explicit reflective NOS instruction on pre-service science teachers‘ views of NOS and justifications in their arguments related to their decision-making on socio-scientific issues. This study is a case study and the participants were 5 pre-service science teachers who were enrolled in elementary science teaching program. To track changes in participants‘ NOS views, the Views of Nature of Science Questionnaire was administered as pre-and post-test. To examine students‘ source of justifications, the decision-making questionnaire was administered as pre-and post-questionnaire. The research questions of the study were examined for each participant and presented to include the change in participants‘ NOS views, change in participants‘ source of justifications, and the relation between participants‘ views of NOS and their justifications in their arguments on SSI. The results of the study did not show a clear relationship between improved NOS views and the shifts in the sources of justifications used to make decisions on socio-scientific issues. © 2018, International Journal of Research in Education and Science. All rights reserved.
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    Learning by Teaching: a Case Study of Co-teaching to Enhance Nature of Science Pedagogy, Successes, and Challenges
    (Springer, 2020) Bilican K.; Akerson V.; Nargund V.
    This study aimed to give insights of in-service teachers’ experiences of nature of science (NOS) learning and NOS teaching through a co-teaching professional learning context. For this purpose, the co-teachers were encouraged to share and discuss ideas and to improve NOS teaching through reflection and collaborative interaction in the context of a Saturday science teaching program. The program provided students in Grades K–2 with hands-on activities covering various science topics over 5 weekly 2.5-h sessions. One co-teacher was an experienced university teacher; the other was an experienced primary teacher without NOS teaching experience. Data were collected by use of pre- and post-instruction of the Views of Nature of Science questionnaire, follow-up interviews, written artifacts, and videotaped teaching sessions. Results showed that co-teaching contributed to the teacher’s NOS learning as well as NOS teaching. The teacher recognized subjective, creative, empirical, and sociocultural NOS; she started to use NOS vocabulary more comfortably and developed teaching strategies and examples for sociocultural NOS. © 2020, Ministry of Science and Technology, Taiwan.