TY - JOUR
T1 - Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing
AU - Barak, Miri
AU - Yachin, Tal
AU - Erduran, Sibel
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2023/6
Y1 - 2023/6
N2 - The goal of this study was to examine the way preservice science teachers depict and develop their understanding of nature of science (NOS), from the perspective of the family resemblance approach (FRA). FRA defines NOS as a Cognitive-Epistemic and Social-Institutional system. Appling the dual-analytic approach via reflective drawing analysis, we studied participants’ drawings and written explanations, before and after participating in a “methods of teaching” course. The findings indicated a significant increase in the number of preservice science teachers who associated NOS with scientific practices, methods and methodological rules, scientific knowledge, and scientists’ professional activities. The findings also indicated an increase in the number of categories identified within the Cognitive-Epistemic domain, and an increase in the number of new categories associated with the Social-Institutional domain. The FRA-related activities resulted in an improvement trajectory, indicating a transition from a stance based on a learner’s perspective of asking everyday questions toward a more epistemic, social, and institutional stance, depicting understanding of NOS from a scientist viewpoint.
AB - The goal of this study was to examine the way preservice science teachers depict and develop their understanding of nature of science (NOS), from the perspective of the family resemblance approach (FRA). FRA defines NOS as a Cognitive-Epistemic and Social-Institutional system. Appling the dual-analytic approach via reflective drawing analysis, we studied participants’ drawings and written explanations, before and after participating in a “methods of teaching” course. The findings indicated a significant increase in the number of preservice science teachers who associated NOS with scientific practices, methods and methodological rules, scientific knowledge, and scientists’ professional activities. The findings also indicated an increase in the number of categories identified within the Cognitive-Epistemic domain, and an increase in the number of new categories associated with the Social-Institutional domain. The FRA-related activities resulted in an improvement trajectory, indicating a transition from a stance based on a learner’s perspective of asking everyday questions toward a more epistemic, social, and institutional stance, depicting understanding of NOS from a scientist viewpoint.
KW - Drawing analysis
KW - Family resemblance approach
KW - Nature of science
KW - Preservice teachers
UR - http://www.scopus.com/inward/record.url?scp=85137986690&partnerID=8YFLogxK
U2 - 10.1007/s11165-022-10069-3
DO - 10.1007/s11165-022-10069-3
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AN - SCOPUS:85137986690
SN - 0157-244X
VL - 53
SP - 507
EP - 523
JO - Research in Science Education
JF - Research in Science Education
IS - 3
ER -