The influence of explicit reflective approach on views of nature of science, scientific literacy and academic achievement

The aim of this study is to investigate the influence of the explicit-reflective approach based nature of science teaching on 9th class students' views on the nature of science, scientific literacy levels and academic achievements in atom and periodic table unit. The research was conducted with 96 students attending the ninth grade in the fall semester of 2018-2019. In the research, Views of Nature of Science Scale (VNOS-C), Scientific Literacy Test, Atom and Periodic Table Achievement Test and Concept Maps were used as data collection tools. For this purpose, quasi-experimental pattern with pretest-posttest control group was used in this research. In a total of seven weeks research, the lessons were taught by using nature of science teaching based on explicit-reflective approach in the experimental group and the Chemistry curriculum in the control group. Descriptive statistical analysis, independent samples t test, dependent samples t test and qualitative analysis methods were used in the analysis of the data. As a result of the findings obtained from the research, it was determined that the experimental and control group students' views on the nature of science improved. Moreover, the findings obtained from the scientific literacy scale and academic achievement tests are in favor of the experimental group. In the light of these findings, it was concluded that teaching the nature of science based on explicit-reflective approach was effective in the development of students' views on the nature of science, and in the increase of their scientific literacy levels and academic success.