The effect of two complementary courses whi̇ch were designed with explicit – reflective approach to nature of science understanding

ABSTRACT THE EFFECT OF TWO COMPLEMENTARY COURSES WHİCH WERE DESIGNED WITH EXPLICIT – REFLECTIVE APPROACH TO NATURE OF SCIENCE UNDERSTANDING GÜL, Emine Münevver M.S., Inonu University, Institute of Educational Sciences Science Education Advisor: Assistant Professor Ayşe BİRHANLI The main purpose of this study, two different complementary lesson, explicit - reflective teaching method in Science Laboratory Practice and Scientific Research Methods Course within is designed by made by the nature of science for the teaching preservice teachers' nature of science understanding of the effects is to examine. In this research the most relevant questions as to how and why based on the case study design is used. Study group is 3rd grade students in Science and Technology Education department of a university which is located in Turkey. The students are taking two different complementary courses (Science Laboratory Practices and Scientific Research Methods) in the same period and in this way they have been selected as the study group. These lessons are based on research and 14 events on seven dimensions of the nature of science. 14 events on seven dimensions of the nature of science(Tentative, Observation-Inference, Relationship Between Hypothesis-Theory and Law, Evidence and Observations Commitment, Subjectivity, Imagination and Creativity in Science, Misconception of Single Method) have been prepared and these activities have been applied to candidates for 7 weeks. In the process of collecting data ,in order to ensure the validity and reliability, data triangulation method used and for his purpose multiple data collection were used. The data collection instruments used in the study were VNOS B (Views of Nature of Science Questionnaire, Form B), Semi-Structured Interview, Observation Form, Reflection Forms and Researchers Diary Notes. Nature of Science Survey and Interview were done twice before and after teaching applications. Student thoughts were measured based on four categories including "expert", "beginner", "confused", and "can not be judged" and according to the difference between these applications development in students' understanding of the nature of science were interpreted. During and after teaching activities, using implemented and notes held reflection essay, data of observation , researchers diary notes, the succes of nature of science activities was evulated. Consequently, it were determined that prepared in accordance with course content and the nature of science activities which were applied using explicit-reflective method are effective in improving preservice teachers' understanding of nature of science.