Reconceptualizing the Nature of Scientific
Practices in Pre-service Elementary
Teacher Education
A collaborative study between colleagues at the
University of Limerick,
Boğaziçi University, &
University of Delaware
School of Education
Interdisciplinary Context
• Science: Disciplinary and multidisciplinary connections across
disciplinary boundaries.
• Science education: Cognitive science, Human development
(theories of learning, conceptual change)
• Nature of science in science education: Philosophy of science,
Science, Science education
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International Collaborative Context:
Level I
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International Collaborative Context
Level II
Collaborative study focused on scientific practices, one of 5 key ideas
in the book.
Purpose:
Improve pre-service elementary school teachers understanding
about scientific practices in a science education course.
Research Team Colleagues:
•Sibel Erduran, University of Limerick, Ireland
•Ebru Mugaloglu, Deniz Saribas, Ebru Kaya, & Gaye Ceyhan,
Boğaziçi University, Turkey
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Study Focus: Scientific Practices
Benzene ring
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Study Details
Participants:
21 Pre-service
elementary teachers
(3rd year in teacher
education program)
Duration of module:
3 class sessions
Materials:
• Research instruments
• Teaching module
Data sources:
• Group discussions,
• Pre-post surveys
• Pre-post posters
• Interviews
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Findings
• Intervention influenced pre-service teachers’ perceptions
of scientific practices in a holistic sense.
• In few cases, confusion was detected about scientific
methods.
• A shift in teacher candidates’ understanding was noted
though it was not necessarily along the desired cyclic
and dynamic account of scientific practices.
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Lesson Learned
• Revision of instructional module.
• Design learning environments that engage
learners in holistic accounts of NOS more
extensively.
• Implement and evaluate further interventions.
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Future Steps
• Participate in a National Workshop in Istanbul, Turkey on
December 22, 2014.
• Use findings to revise curriculum intended to improve
pre-service teachers understanding of scientific
practices.
• Sharing findings at national and international
conferences.
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Acknowledgements
• TUBITAK Project number 291762/2236
“Revisiting Scientific Inquiry in the Classroom: Towards and
Interdisciplinary Framework for Science Teaching and Learning”
• Marie-Curie/TUBITAK Brain Circulation Scheme Fellowship to Sibel
Erduran, based at Bogazici University
• UD Center for Science, Ethics, and Public Policy, during the work on
the book
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