EFFECT OF NATURE OF SCIENCE ACTIVITIES ON NATURE OF SCIENCE AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS OF PRE-SERVICE PRESCHOOL TEACHERS

Abstract

The objective of the present study is to research the effect of nature of science instruction based on direct reflective approach on the views of pre-service preschool teachers on nature of science and their scientific epistemological beliefs. The study was conducted with 38 Fırat University, Faculty of Education Preschool Teaching Department senior students. The study was conducted with seven activities that were used in previous studies. Views of Nature of Science Questionnaire (VNOS) and Scientific Epistemological Beliefs Scale were utilized as data collection tools. Data was collected by applying the scales before and after the activities. Data collected via the Views of Nature of Science Questionnaire were digitized by assigning 3.5 points for scientifically adequate explanations, 1 point for partially adequate scientific explanations, and 0 point for non-scientific explanations and then assessed based on these scores. SPSS software package was used to analyze quantitative data and required analyses were conducted. It was determined that pre-service teachers had a poor understanding on the nature of science before the applications were conducted. Based on study results, it was determined that most of the illusions of the pre-service teachers on the nature of science were eliminated at the end of the application that entailed direct reflective approach activities. It was also found that beliefs of pre-service teachers on epistemological structure of science improved after the application.