Pseudo-Scientific Beliefs and Knowledge of The Nature of Science in Pre-Service Teachers

Hasan Şahin Kızılcık

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Abstract


This study aimed to determine the levels of pre-service teachers' nature of science (NOS) knowledge, assess their pseudo-scientific beliefs, and examine the relationship between aspects of their NOS knowledge and these beliefs. It also aimed to determine whether NOS knowledge and pseudo-scientific beliefs depended on the discipline and gender. A survey method was conducted in this study. Data were collected from 215 pre-service teachers who are being educated in different fields in a state university. Two different five-point Likert scales were applied. Scale 1, which has three factors, measured pseudo-scientific beliefs, while Scale 2, which has seven factors, measured NOS knowledge. As a result, pre-service teachers' NOS knowledge was found to be inadequate and their pseudo-scientific beliefs were excessive. All factors of Scale 1 were positively correlated with each other, and they were correlated with some components of NOS knowledge. Significant differences were found between disciplines in the analysis of the factors of Scale 2; however, no significant differences were found between genders.

Keywords


Nature of science, Pre-service teachers, Pseudo-science, Pseudo-scientific beliefs, Teacher training

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References


Kızılcık, H. Ş. (2022). Pseudo-scientific beliefs and knowledge of the nature of science in pre-service teachers. International Journal of Research in Education and Science (IJRES), 8(4), 680-712. https://doi.org/10.46328/ijres.2899




DOI: https://doi.org/10.46328/ijres.2899

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Copyright (c) 2022 International Journal of Research in Education and Science

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International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)