Improving science teachers' nature of science views through an innovative continuing professional development program

Kartal E. E., Cobern W. W., Dogan N., Irez S., ÇAKMAKCI G., YALAKİ Y.

INTERNATIONAL JOURNAL OF STEM EDUCATION, vol.5, 2018 (SCI-Expanded) identifier identifier identifier

  • Publication Type: Article / Article
  • Volume: 5
  • Publication Date: 2018
  • Doi Number: 10.1186/s40594-018-0125-4
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Keywords: Nature of science, Professional development, Teacher education, Science education, TEACHING NATURE, CONCEPTIONS, STUDENTS, INQUIRY, IDEAS
  • Hacettepe University Affiliated: Yes


Background: This study describes how teachers' nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of ScienceForm C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program.