Teaching of the nature of science in conceptual change pedagogy and explicit reflective approach: A case study for ?Light unit?

Understanding the nature of science is one of the fundamental aims of science teaching. It is a fact that a lot of teaching practises are insufficient to realize this aim or it has limited effect and new approaches are required while teaching the nature of science. The aim of the thesis is to analyse the effects of conceptual change pedagogy during the teaching of nature of science, explicit reflective approach and the book of Ministry of Education. The study was carried out by the participation of 66 students within the Light unit of the 7th grade. The data of the study which was conducted by mixed methodology were collected through Wiews on Nature of Science Questionnaire, Conceptual Test of Light Unit, Achievement Test of Light Unit, semi-structured interviews, and reflective writing. The views on nature of science were analyzed under the category of informed, transitional, and naive. Kruskall-Wallis and Wilcoxon Signed Ranks Test was used for the analysis of data related to conceptual change and academic achievement. Frequency and percentages were calculated for the analysis of data related to alternative concepts. It was determined that conceptual change pedagogy the most effective practise in the teaching of nature of science permanently. It was determined that the primary school students focused on the points which scientists are involved as physically active while acquiring the scientific knowledge, disregarded the cognitive process used by scientist. It was determined that each of the three practises contributed positively to conceptual change in Light Unit but the book of Ministry of Education were not long term. It was determined that the book of the Ministry of Education was not effective to overcoming a lot of alternative concepts. It was concluded that teaching of the nature of science in science courses had neither positive nor negative effect on academic achievement. It was suggested that conceptual change texts and concept clipboards should be used together in the teaching of nature of science.Key Words: Nature of Science, Conceptual Change Text, Conceptual Change Pedagogy, Explicit Reflective Approach, Light