Abstract:

In this study, it was aimed to determine the preservice teachers' understanding of the nature of scientific knowledge and to investigate their conceptions in terms of different variables. The sample of the study consists of 523 teacher candidates studying at Bartın University. In this study, the scanning model was used, and the "Nature of Scientific Knowledge Scale", which determines the perspectives of prospective teachers on the nature of scientific knowledge, was used as a data collection tool. One way Anova for independent samples and descriptive statistics were utilized for data analysis. As a result of the findings, it was determined that the pre-service teachers' understanding of the nature of scientific knowledge were generally at a medium level. In addition, no statistically significant difference was found between the pre-service teachers' score in terms of gender, taking scientific research method course and having a library card. But; differences were determined in the joining parameter, which is one of the sub-dimensions of scientific knowledge. To improve this situation awareness-raising activities can be organized with education on the nature of scientific knowledge and in-class practices in in all departments providing teacher education. In addition, it can be suggested to organize professional development programs about the nature of scientific knowledge in order to train scientifically literate teachers.

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