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pp. 453-472 | DOI: 10.12973/ijese.2016.331a | Article Number: ijese.2016.015
Published Online: March 11, 2016
Article Views: 805 | Article Download: 603
The aim of this study is to compare the change of pre-service science teachers’ views about the nature of scientific knowledge through Project-Based History and Nature of Science training and Conventional Method. The sample of the study consists of two groups of 3rd grade undergraduate students attending teacher preparation program of science education at an education faculty in Turkey. In this study, in which quantitative and qualitative research methods are used, non-equivalent control group design out of quasi-experimental designs is employed. Student Understanding of Science and Scientific Inquiry questionnaire is applied to both groups as pre-test and post-test. After the applications, a significant difference is observed to be in favor of the experimental group and they mostly described their views as Transitional Views and Informed Views whereas the control group defined their views as Transitional Views and Naïve Views. Carrying out the History and Nature of Science course through project activities is found to be useful, and performing the course with activities oriented towards the projects is recommended by pre-service teachers.
Keywords: history and nature of science, nature of scientific knowledge, pre-service science teacher, project-based learning
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