Views
89
Downloands
39
In this study, a teaching sequence including an explicit-reflective teaching approach that improves students’ nature of science (NOS) understandings while teaching a science subject, chemical equilibrium, in chemistry curriculum was developed and the effect of it on students’ understanding of NOS development was examined. The case study approach was used in this research. 15 high school 11th grade students joint to instruction which was given with teaching sequence including explicit-reflective inquiry activities that was implemented three hours weekly for four weeks. The data were collected through open-ended questionnaire, semi-structured interviews and written reflections. The findings of the study showed that it had a positive effect on both students’ understandings of many aspects of NOS and increase of their interests in chemistry course
ın this study a teaching sequence includes an openreflective teaching approach that reveal students’ nature of science nos hunger while teaching a science subject chemical equilibrium in chemistry research was developed and the effect of push on students’ peer of nos development was examined the case study approach was used in this research 15 high school 11th grade students joint to instruction which was given with teaching sequence including openreflective investigation that was implemented three hurs weekly for fur weeks the data was collected thrugh openened experiments semistructured interviews and no positively changed the effect of the effect of the change of the effect of change in this effect
Article Detail 
Similar Articles
Journal Information
Listen Paper
Cite
Print This Page
Share
Mendeley