Abstract:

The purposes of this study are to investigate 1 how teachers’ nature of science views have changed during professional development process as a part of astronomy camp and 2 teachers’ views on teaching strategies used throughout professional development process and effectiveness of those strategies. 26 teachers from different disciplines participated to the professional development process in which they learned basic astronomy and nature of science concepts using different teaching strategies based on integrated-explicit-reflective approach. Questionnaire, field notes, video records and written documents were used as data collection sources and were analyzed using qualitative-interpretive approach. Analysis of the data revealed that the professional development process, teachers learned astronomy and nature of science concepts using different teaching strategies based on explicit-reflective approach, created a social constructivist context for teachers where they question their own nature of science views, realize different paradigms about nature of science, and introduce with new teaching strategies they are not familiar with

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