Teoriden Uygulamaya Bilimsel Sorgulama ve Bilimsel Sorgulamanın Doğası

Yıl 2021, Cilt: 17 Sayı: 37, 4646 - 4676, 31.05.2021

Eda Erdaş Kartal , Günkut Mesci

https://doi.org/10.26466/opus.861829

Öz

Günümüzde birçok ülkenin fen öğretim programının ana vizyonu bilim okuryazarı bireyler yetiştirmektir. Bilimsel sorgulama ve bilimin doğası bilim okuryazarlığının temel bileşenlerindendir. Bilimsel sorgulama çoğunlukla bilimin doğası ile karıştırılmakta ya da aynı kavrammış gibi ele alınmaktadır. Bilimsel sorgulama bilimsel bilginin üretildiği süreç, bilimin doğası ise bu süreç sonunda ortaya çıkan bilimsel bilginin özellikleridir. Bilimsel sorgulama beceri ve anlayış kazandırma olarak iki boyutta ele alınmaktadır. Bilimsel sorgulamanın beceri boyutu ile ele alınması tek başına bilimsel sorgulama hakkında anlayış kazanmayı garantilememektedir. Bilimsel sorgulama hakkında anlayış kazandırma, öğrencilere bilimsel sorgulama sürecinin özellikleri hakkında yani bilimsel sorgulamanın doğası hakkında anlayış kazandırmaktır. Bilimsel sorgulamanın doğası hakkında yapılan çalışmaların çoğu hem öğrencilerin hem de öğretmen ve öğretmen adaylarının bilimsel sorgulamanın doğası hakkında yetersiz görüşlere sahip olduklarını ortaya koymaktadır. Bilimsel sorgulamanın doğasının konu içeriği olarak ele alınıp içerik tabanlı veya klasik etkinliklerle açık/yansıtıcı yaklaşımlarla öğretilmesi, öğretimde bilimsel sorgulamanın sınıf içi etkinliklerde uygulanması kadar önemlidir. Bu bağlamda öğrencilerin, öğretmenlerin ve öğretmen adaylarının bilimsel sorgulamanın doğası görüşlerinin geliştirilmesi için araştırmalar yapılması önerilmektedir.

Anahtar Kelimeler

Bilimsel ssorgulama, Bilimsel sorgulamanın doğası, Fen okur yazarlığı

Scientific Inquiry and Nature Of Scientific İnquiry From Theory To Practice

Öz

The main objective of science education programs of many countries is to raise scientifically literate individuals. Scientific inquiry and nature of science are essential components of science literacy. Scientific inquiry is often confused with nature of science or handled as if it is the same concept. Scientific inquiry is the process by which scientific knowledge is produced, while nature of science is the characteristics of scientific knowledge that produces at the end of this process. Scientific inquiry is considered in two dimensions as gaining skill and understanding. Dealing with scientific inquiry with the skill dimension alone does not guarantee an understanding of scientific inquiry. To gain an understanding about scientific inquiry is to give students an understanding of the features of the scientific inquiry process. Most of the studies on the nature of scientific inquiry reveal that students, in-service teachers and pre-service teachers have insufficient views about the nature of scientific inquiry. Taking the nature of scientific inquiry as subject content and taught with explicit/reflective approaches with content-based or classical activities as important as applying scientific inquiry in classroom activities. In this context, it is recommended to conduct more studies to develop the nature of scientific inquiry understanding of students, in-service teachers and pre-service teachers.

Anahtar Kelimeler

scientific inquiry, nature of scientific inquiry, science literacy

Kaynakça

• Abd-El-Khalick, F. (2014). The evolving landscape related to assessment of nature of science. In Handbook of Research on Science Education (Vol. 2, pp. 621-650). Taylor and Francis. https://doi.org/10.4324/9780203097267
• Abd-El-Khalick, F. (2014). The evolving landscape related to assessment of nature of science. In Handbook of Research on Science Education (Vol. 2, pp. 621-650). Taylor and Francis. https://doi.org/10.4324/9780203097267
• Abell, S. K., Smith, D. C., ve Volkmann, M. J. (2006). Inquiry in science teacher education. In Scientific inquiry and nature of science içinde (s. 173-199). Dordrecht: Springer.
• Abell, S. K., Smith, D. C., ve Volkmann, M. J. (2006). Inquiry in science teacher education. In Scientific inquiry and nature of science içinde (s. 173-199). Dordrecht: Springer.
• Anggraeni, N., Adisendjaja, Y. H., ve Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
• Anggraeni, N., Adisendjaja, Y. H., ve Amprasto, A. (2017). Profile of high school students’ understanding of scientific inquiry. Journal of Physics: Conference Series, 895, 1-5.
• Akerson, V. L., ve Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653- 680.
• Akerson, V. L., ve Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a3‐year professional development program. Journal of Research in Science Teaching, 44(5), 653- 680.
• American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. Washington, DC.
• American Association for the Advancement of Science [AAAS]. (1989). Science for all Americans. Washington, DC.
• American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. NewYork: Oxford University Press.
• American Association for the Advancement of Science [AAAS]. (1993). Benchmarks for science literacy. NewYork: Oxford University Press.
• Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
• Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
• Aydeniz, M., Baksa, K., ve Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school students’ understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403-421.
• Aydeniz, M., Baksa, K., ve Skinner, J. (2011). Understanding the impact of an apprenticeship-based scientific research program on high school students’ understanding of scientific inquiry. Journal of Science Education and Technology, 20(4), 403-421.
• Bahbah, S., Golden, B. W., Roseler, K., Elderle, P., Saka, Y., ve Shoutherland, S. A. (2013). The Influence of RET's on elementary and secondary grade teachers' views of scientific inquiry. International Education Studies, 6(1), 117-131.
• Bahbah, S., Golden, B. W., Roseler, K., Elderle, P., Saka, Y., ve Shoutherland, S. A. (2013). The Influence of RET's on elementary and secondary grade teachers' views of scientific inquiry. International Education Studies, 6(1), 117-131.
• Banchi, H., ve Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
• Banchi, H., ve Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29.
• Baykara, H., Yakar, Z., ve Liu, S. Y. (2018). Preservice science teachers’ views about scientific inquiry. European Journal of Education Studies, 4(10), 128-143.
• Baykara, H., Yakar, Z., ve Liu, S. Y. (2018). Preservice science teachers’ views about scientific inquiry. European Journal of Education Studies, 4(10), 128-143.
• Baykara, H., ve Yakar, Z. (2020). Preservice science teachers' views about scientific inquiry: The case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192.
• Baykara, H., ve Yakar, Z. (2020). Preservice science teachers' views about scientific inquiry: The case of Turkey and Taiwan. Turkish Online Journal of Qualitative Inquiry, 11(2), 161-192.
• Bell, R. L., Blair, L. M., Crawford, B. A., ve Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
• Bell, R. L., Blair, L. M., Crawford, B. A., ve Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487-509.
• Bell, R. L., Smetana, L., ve Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72 (7), 30–33.
• Bell, R. L., Smetana, L., ve Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72 (7), 30–33.
• Bell, T., Urhahne D., Schanze S., ve Ploetzner R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377.
• Bell, T., Urhahne D., Schanze S., ve Ploetzner R. (2010). Collaborative inquiry learning: Models, tools, and challenges. International Journal of Science Education, 32(3), 349-377.
• Bostan-Sarıoğlan, A. (2018). Fen bilgisi öğretmen adaylarının öğretim deneyimlerinden sonra bilimsel sorgulama hakkındaki görüşlerinin değerlendirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 136-159.
• Bostan-Sarıoğlan, A. (2018). Fen bilgisi öğretmen adaylarının öğretim deneyimlerinden sonra bilimsel sorgulama hakkındaki görüşlerinin değerlendirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 48, 136-159.
• Branch, J.L., ve Solowan, D.G. (2003). Inquiry-based learning: The key to student success. School Libraries in Canada, 22(4), 6-12.
• Branch, J.L., ve Solowan, D.G. (2003). Inquiry-based learning: The key to student success. School Libraries in Canada, 22(4), 6-12.
• Buck, L. B., Bretz, S. L., ve Towns, M. H. (2008). Characterizing the level of inquiry in the under- graduate laboratory. Journal of College Science Teaching, 38(1), 52–58.
• Buck, L. B., Bretz, S. L., ve Towns, M. H. (2008). Characterizing the level of inquiry in the under- graduate laboratory. Journal of College Science Teaching, 38(1), 52–58.
• Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. doi:10.1080/09500693.2014.886347
• Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do Different Levels of Inquiry Lead to Different Learning Outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. doi:10.1080/09500693.2014.886347
• Bybee, R. W. (2000). Teaching science as inquiry. J. Minstrell & E. van Zee (Eds.), Inquiry into inquiry learning and teaching in science içinde (s. 20-46). Washington, DC:American Association for the Advancement of Science.
• Bybee, R. W. (2000). Teaching science as inquiry. J. Minstrell & E. van Zee (Eds.), Inquiry into inquiry learning and teaching in science içinde (s. 20-46). Washington, DC:American Association for the Advancement of Science.
• Bybee, R. W. (2006). Scientific inquiry and science teaching. L. Flick & N.G. Lederman (Eds.) Scientific inquiry and nature of science içinde (s. 1-14). Springer, Dordrecht.
• Bybee, R. W. (2006). Scientific inquiry and science teaching. L. Flick & N.G. Lederman (Eds.) Scientific inquiry and nature of science içinde (s. 1-14). Springer, Dordrecht.
• Crawford, B (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol 2, pp. 515– 541). New York: Routledge.
• Crawford, B (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol 2, pp. 515– 541). New York: Routledge.
• Crawford, B. A., Capps, D., Meyer, X., Patel, M., ve Ross, R. M. (2010, April). Supporting teachers in complex situations: Learning to teach evolution, nature of science, and scientific inquiry. A paper presentation at the American Educational Research Association Annual Meeting-Denver, Colorado.
• Crawford, B. A., Capps, D., Meyer, X., Patel, M., ve Ross, R. M. (2010, April). Supporting teachers in complex situations: Learning to teach evolution, nature of science, and scientific inquiry. A paper presentation at the American Educational Research Association Annual Meeting-Denver, Colorado.
• Crawford, B. A., Zembal‐Saul, C., Munford, D., ve Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks. Journal of research in science teaching, 42(6), 613-637.
• Crawford, B. A., Zembal‐Saul, C., Munford, D., ve Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry‐based tasks. Journal of research in science teaching, 42(6), 613-637.
• Çiğdemoğlu, C., ve Köseoğlu, F. (2019). Improving science teachers’ views about scientific inquiry. Science & Education, 28, 439-469.
• Çiğdemoğlu, C., ve Köseoğlu, F. (2019). Improving science teachers’ views about scientific inquiry. Science & Education, 28, 439-469.
• Deniz, H., ve Akerson, V. (2013). Examining the impact of a professional development program on elementary teachers’ views of nature of science and nature of scientific inquiry, and science teaching efficacy beliefs. The Electronic Journal for Research in Science & Mathematics Education, 17(3), 1-19.
• Deniz, H., ve Akerson, V. (2013). Examining the impact of a professional development program on elementary teachers’ views of nature of science and nature of scientific inquiry, and science teaching efficacy beliefs. The Electronic Journal for Research in Science & Mathematics Education, 17(3), 1-19.
• Dogan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5(10), 99-112.
• Dogan, N. (2017). Blending problem based learning and history of science approaches to enhance views about scientific inquiry: New wine in an old bottle. Journal of Education and Training Studies, 5(10), 99-112.
• Doğan, N., Han-Tosunoglu, Ç., Özer, F., ve Akkan, B. (2020). Ortaokul öğrencilerinin bilimsel sorgulama görüşleri: Cinsiyet, sınıf düzeyi ve okul türü değişkenlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 162-189.
• Doğan, N., Han-Tosunoglu, Ç., Özer, F., ve Akkan, B. (2020). Ortaokul öğrencilerinin bilimsel sorgulama görüşleri: Cinsiyet, sınıf düzeyi ve okul türü değişkenlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 49, 162-189.
• Dudu, W. T. (2014). Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study. South African Journal of Education, 34(1), 1-18.
• Dudu, W. T. (2014). Exploring South African high school teachers’ conceptions of the nature of scientific inquiry: a case study. South African Journal of Education, 34(1), 1-18.
• Duschl, R. A., Schweingruber, H. A., ve Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
• Duschl, R. A., Schweingruber, H. A., ve Shouse, A. W. (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: National Academies Press.
• Flick, L. B., ve Lederman, N. G. (2006). Scientific inquiry and nature of science; Implication for teaching, learning and teacher education. Dordrecht: Springer.
• Flick, L. B., ve Lederman, N. G. (2006). Scientific inquiry and nature of science; Implication for teaching, learning and teacher education. Dordrecht: Springer.
• Haefner, L. A. ve Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science and learning. International Journal of Science Education, 26 (13), 1653-1674.
• Haefner, L. A. ve Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science and learning. International Journal of Science Education, 26 (13), 1653-1674.
• Herron, M.D. (1971). The nature of scientific inquiry. School Review 79(2), 171–21
• Herron, M.D. (1971). The nature of scientific inquiry. School Review 79(2), 171–21
• Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 35 (15), 2534-2553.
• Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 35 (15), 2534-2553.
• Karışan, D., Bilican, K., ve Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
• Karışan, D., Bilican, K., ve Şenler, B. (2017). Bilimsel sorgulama hakkında görüş anketi: Türkçeye uyarlama, geçerlik ve güvenirlik çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 326-343.
• Khishfe, R., ve Abd-El-Khalick, F. (2002). The influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551 – 578.
• Khishfe, R., ve Abd-El-Khalick, F. (2002). The influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551 – 578.
• Kimball, M. E. (1968). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5, 110- 120.
• Kimball, M. E. (1968). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5, 110- 120.
• Koyunlu-Ünlü, Z. (2020). Improving pre-service teachers’ science process skills and views about scientific inquiry. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 13(3), 474-489.
• Koyunlu-Ünlü, Z. (2020). Improving pre-service teachers’ science process skills and views about scientific inquiry. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 13(3), 474-489.
• Leblebicioglu, G., Abik, N. M., Capkinoglu, E., Metin, D., Eroglu Dogan, E., Cetin, P. S., ve Schwartz, R. (2019). Science camps for introducing nature of scientific inquiry through student inquiries in nature: Two applications with retention study. Research in Science Education, 49(5), 1231-1255.
• Leblebicioglu, G., Abik, N. M., Capkinoglu, E., Metin, D., Eroglu Dogan, E., Cetin, P. S., ve Schwartz, R. (2019). Science camps for introducing nature of scientific inquiry through student inquiries in nature: Two applications with retention study. Research in Science Education, 49(5), 1231-1255.
• Leblebicioğlu, G., Çapkınoğlu, E., Peten, D. M., ve Schwartz, R. S. (2020). Views of nature of scientific inquiry of students in different high schools. Education & Science/Egitim ve Bilim, 45(201), 143-165.
• Leblebicioğlu, G., Çapkınoğlu, E., Peten, D. M., ve Schwartz, R. S. (2020). Views of nature of scientific inquiry of students in different high schools. Education & Science/Egitim ve Bilim, 45(201), 143-165.
• Lederman, J. S. (2012). Development of a valid and reliable protocol for the assessment of early childhood students' conceptions of nature of science and scientific inquiry. A Paper Presented at the Annual Meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
• Lederman, J. S. (2012). Development of a valid and reliable protocol for the assessment of early childhood students' conceptions of nature of science and scientific inquiry. A Paper Presented at the Annual Meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
• Lederman, J. S., Bartels, S. L., Liu, C., ve Jimenez, J. (2013). Teaching nature of science and scientific inquiry to diverse classes of early primary level students. A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Juan, PR, USA.
• Lederman, J. S., Bartels, S. L., Liu, C., ve Jimenez, J. (2013). Teaching nature of science and scientific inquiry to diverse classes of early primary level students. A Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Juan, PR, USA.
• Lederman, J. S., ve Lederman, N. G. (2004). Early Elementary Students’ and Teacher’s Understandings of Nature of Science and Scientific Inquiry: Lessons Learned from Project ICAN. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver, British Columbia, April, 2004.
• Lederman, J. S., ve Lederman, N. G. (2004). Early Elementary Students’ and Teacher’s Understandings of Nature of Science and Scientific Inquiry: Lessons Learned from Project ICAN. Paper Presented at the Annual Meeting of the National Association for Research in Science Teaching, Vancouver, British Columbia, April, 2004.
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65-83.
• Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., vd. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486-515.
• Lederman, J.S., Lederman, N.G., Bartels, S., Jimenez, J., Akubo, M., vd. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486-515.
• Lederman N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research, Journal of Research in Science Teaching, 29, 331-59.
• Lederman N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research, Journal of Research in Science Teaching, 29, 331-59.
• Lederman, N.G. (2006). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pasific Forum Science Learning and Teaching, 7 (1), 1-11
• Lederman, N.G. (2006). Research on nature of science: reflections on the past, anticipations of the future. Asia-Pasific Forum Science Learning and Teaching, 7 (1), 1-11
• Lederman, N. G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry. Science & Education, 28, 249–267.
• Lederman, N. G. (2019). Contextualizing the relationship between nature of scientific knowledge and scientific inquiry. Science & Education, 28, 249–267.
• Lederman, N. G., Antink, A., ve Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302.
• Lederman, N. G., Antink, A., ve Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science & Education, 23(2), 285-302.
• Lederman, N. G. ve Lederman, J.S. (2004). Project ICAN: A professional development project to promote teachers’ and students’ knowledge of nature of science and scientific enquiry. In Proceedings of the 11th Annual SAARMSTE Conference. Cape Town, South Africa.
• Lederman, N. G. ve Lederman, J.S. (2004). Project ICAN: A professional development project to promote teachers’ and students’ knowledge of nature of science and scientific enquiry. In Proceedings of the 11th Annual SAARMSTE Conference. Cape Town, South Africa.
• Lederman, N., ve Lederman, J. (2012). Nature of scientific knowledge and scientific inquiry: Building ınstructional capacity through professional development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24th ed.), (pp. 335–359). Dordrecht: Springer
• Lederman, N., ve Lederman, J. (2012). Nature of scientific knowledge and scientific inquiry: Building ınstructional capacity through professional development. In B. J. Fraser, K. Tobin & C. J. McRobbie (Eds.), Second International Handbook of Science Education (24th ed.), (pp. 335–359). Dordrecht: Springer
• Lederman, N. G., Lederman, J. S., ve Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
• Lederman, N. G., Lederman, J. S., ve Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
• Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., ve Ebenezer, J., (2006). Student understanding of science and scientific inquiry: revision and further validation of an assessment instrument. In Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST). San Francisco, CA.
• Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., ve Ebenezer, J., (2006). Student understanding of science and scientific inquiry: revision and further validation of an assessment instrument. In Paper presented at the Annual Conference of the National Association for Research in Science Teaching (NARST). San Francisco, CA.
• Lotter, C., Harwood, W. S., ve Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17(3), 185-216.
• Lotter, C., Harwood, W. S., ve Bonner, J. J. (2006). Overcoming a learning bottleneck: Inquiry professional development for secondary science teachers. Journal of Science Teacher Education, 17(3), 185-216.
• Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. Science Teacher, 69(2), 34–37.
• Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. Science Teacher, 69(2), 34–37.
• Mesci, G. (2020). The influence of PCK based NOS teaching on pre-service science teachers’ NOS views. Science & Education. Doi: 10.1007/s11191-020-00117-7
• Mesci, G. (2020). The influence of PCK based NOS teaching on pre-service science teachers’ NOS views. Science & Education. Doi: 10.1007/s11191-020-00117-7
• Mesci, G. ve Erdas-Kartal, E. (2021). Science teachers’ views on nature of scientific inquiry. Bartın University Journal of Faculty of Education, 10(1), 69-84. https://doi.org/10.1016/buefad.797246
• Mesci, G. ve Erdas-Kartal, E. (2021). Science teachers’ views on nature of scientific inquiry. Bartın University Journal of Faculty of Education, 10(1), 69-84. https://doi.org/10.1016/buefad.797246
• Mesci, G., Çavuş-Güngören, S., ve Yesildag-Hasancebi, F. (2020). Investigating the development of pre- service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50-69.
• Mesci, G., Çavuş-Güngören, S., ve Yesildag-Hasancebi, F. (2020). Investigating the development of pre- service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50-69.
• Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognitionand Instruction, 22(2), 219–290.
• Metz, K. E. (2004). Children’s understanding of scientific inquiry: Their conceptualization of uncertainty in investigations of their own design. Cognitionand Instruction, 22(2), 219–290.
• Milli Eğitim Bakanlığı (2018). Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
• Milli Eğitim Bakanlığı (2018). Fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi.
• Minner, D. D., Levy, A. J., ve Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474- 496.
• Minner, D. D., Levy, A. J., ve Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474- 496.
• National Research Council [NRC] (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
• National Research Council [NRC] (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
• National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academic Press.
• National Research Council [NRC] (1996). National science education standards. Washington, DC: National Academic Press.
• National Research Council [NRC] (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
• National Research Council [NRC] (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
• National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, 
and core ideas. Washington DC: National Academy Press.
• National Research Council [NRC] (2012). A framework for K-12 science education: Practices, crosscutting concepts, 
and core ideas. Washington DC: National Academy Press.
• Nehring, A. (2019). Naive and informed views on the nature of scientific inquiry in large‐scale assessments: Two sides of the same coin or different currencies? Journal of Research in Science Teaching. 57, 510–535. https://doi.org/10.1002/tea.21598
• Nehring, A. (2019). Naive and informed views on the nature of scientific inquiry in large‐scale assessments: Two sides of the same coin or different currencies? Journal of Research in Science Teaching. 57, 510–535. https://doi.org/10.1002/tea.21598
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
• NGSS Lead States. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academy Press.
• NGSS Lead States (2014). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
• NGSS Lead States (2014). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
• Oğuz Ünver, A., ve Yürümezoğlu, K. (2014). Primary science students‟ approaches to inquiry-based learning. International Online Journal of Primary Education, 3 (2), 76-84.
• Oğuz Ünver, A., ve Yürümezoğlu, K. (2014). Primary science students‟ approaches to inquiry-based learning. International Online Journal of Primary Education, 3 (2), 76-84.
• Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. Lederman & S. Abell (Eds.), The handbook of research on science education, vol. II (pp. 579–599). New York: Taylor and Frances Group.
• Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In N. Lederman & S. Abell (Eds.), The handbook of research on science education, vol. II (pp. 579–599). New York: Taylor and Frances Group.
• Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R.. ve Duschl, R. (2003). What ‘ideas-about- science’ should be taught in school science? A Delphi Study of the ‘Expert’ Community. Journal of Research in Science Teaching, 40(7), 692-720.
• Osborne, J. F., Ratcliffe, M., Collins, S., Millar, R.. ve Duschl, R. (2003). What ‘ideas-about- science’ should be taught in school science? A Delphi Study of the ‘Expert’ Community. Journal of Research in Science Teaching, 40(7), 692-720.
• Park, J. (2008). Discussions for linking the nature of science (NOS) with scientific inquiry. Journal of the Korean Association for Science Education, 28(7), 749-758.
• Park, J. (2008). Discussions for linking the nature of science (NOS) with scientific inquiry. Journal of the Korean Association for Science Education, 28(7), 749-758.
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry- based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
• Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry- based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
• Rezba, R.J., T. Auldridge, and L. Rhea. (1999). Teaching & learning the basic science skills. Available online at www.pen.k12.va.us/VDOE/instruction/TLBSSGuide.doc
• Rezba, R.J., T. Auldridge, and L. Rhea. (1999). Teaching & learning the basic science skills. Available online at www.pen.k12.va.us/VDOE/instruction/TLBSSGuide.doc
• Roehrig, G. H., ve Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24
• Roehrig, G. H., ve Luft, J. A. (2004). Constraints experienced by beginning secondary science teachers in implementing scientific inquiry lessons. International Journal of Science Education, 26(1), 3-24
• Sadeh, I., ve Zion, M. (2009). The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46(10), 1137-1160.
• Sadeh, I., ve Zion, M. (2009). The development of dynamic inquiry performances within an open inquiry setting: A comparison to guided inquiry setting. Journal of Research in Science Teaching, 46(10), 1137-1160.
• Schwab, J.J. (1962). The teaching of science as inquiry. In J. J. Schwab and P. F. Brandwein (Eds.), The teaching of science (pp. 3–103). Cambridge, MA: Harvard University Press.
• Schwab, J.J. (1962). The teaching of science as inquiry. In J. J. Schwab and P. F. Brandwein (Eds.), The teaching of science (pp. 3–103). Cambridge, MA: Harvard University Press.
• Schwartz, R.S. (2004). Epistemological views in authentic science practices: a cross- discipline comparison of scientists’ views of nature of science and scientific inquiry. Unpublished doctoral dissertation, Oregon State University, Corvallis, Oregon.
• Schwartz, R.S. (2004). Epistemological views in authentic science practices: a cross- discipline comparison of scientists’ views of nature of science and scientific inquiry. Unpublished doctoral dissertation, Oregon State University, Corvallis, Oregon.
• Schwartz, R. S., Lederman, N., ve Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and science inquiry. Science Education, 88, 610–645.
• Schwartz, R. S., Lederman, N., ve Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and science inquiry. Science Education, 88, 610–645.
• Schwartz, R. S., Lederman, N. G., ve Lederman, J. S. (2008, March). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper presented at National Association for Research in Science Teaching Conference, Baltimore, US.
• Schwartz, R. S., Lederman, N. G., ve Lederman, J. S. (2008, March). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper presented at National Association for Research in Science Teaching Conference, Baltimore, US.
• Schwartz, R. S., Lederman, N., Khishfe, R., Lederman, J. S., Matthews, L., ve Liu, S., (2002) Explicit/ reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. Paper presented at the 2002 Annual International Conference of the Association for the Education of Teachers in Science. Charlotte, NC.
• Schwartz, R. S., Lederman, N., Khishfe, R., Lederman, J. S., Matthews, L., ve Liu, S., (2002) Explicit/ reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. Paper presented at the 2002 Annual International Conference of the Association for the Education of Teachers in Science. Charlotte, NC.
• Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry. Science Education, 93(4), 720-744.
• Schwarz, C. (2009). Developing preservice elementary teachers' knowledge and practices through modeling‐centered scientific inquiry. Science Education, 93(4), 720-744.
• Şenler, B. (2015). Middle school students' views of scientific ınquiry: An international comparative study. Science Education International, 26(2), 166-179.
• Şenler, B. (2015). Middle school students' views of scientific ınquiry: An international comparative study. Science Education International, 26(2), 166-179.
• Şenler, B. (2017). Examination of pre-service science teachers’ science teaching self-efficacy beliefs and views about scientific inquiry. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59.
• Şenler, B. (2017). Examination of pre-service science teachers’ science teaching self-efficacy beliefs and views about scientific inquiry. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59.
• Strippel, C., ve Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: how do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education, 37(18), 2965- 2989.
• Strippel, C., ve Sommer, K. (2015). Teaching nature of scientific inquiry in chemistry: how do German chemistry teachers use labwork to teach NOSI? International Journal of Science Education, 37(18), 2965- 2989.
• Tytler, R., ve Peterson, S. (2003). Tracing young children's scientific reasoning. Research in Science Education, 33(4), 433-465.
• Tytler, R., ve Peterson, S. (2003). Tracing young children's scientific reasoning. Research in Science Education, 33(4), 433-465.
• Wang, J., ve Zhao, Y. (2016). Comparative research on the understandings of nature of science and scientific inquiry between science teachers from Shanghai and Chicago. Journal of Baltic Science Education, 15(1), 97.
• Wang, J., ve Zhao, Y. (2016). Comparative research on the understandings of nature of science and scientific inquiry between science teachers from Shanghai and Chicago. Journal of Baltic Science Education, 15(1), 97.
• Wilson, C. D., Taylor, J. A., Kowalski, S. M., ve Carlson, J. (2010). The relative effects and equity of inquiry‐ based and common place science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47 (3), 276-301.
• Wilson, C. D., Taylor, J. A., Kowalski, S. M., ve Carlson, J. (2010). The relative effects and equity of inquiry‐ based and common place science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching, 47 (3), 276-301.
• Wong, S., ve Hodson, D. (2010). More from the horse’s mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463.
• Wong, S., ve Hodson, D. (2010). More from the horse’s mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463.
• Yang, I. H., Park, S. W., Shin, J. Y., ve Lim, S. M. (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
• Yang, I. H., Park, S. W., Shin, J. Y., ve Lim, S. M. (2017). Exploring Korean middle school students’ view about scientific inquiry. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3935-3958.
• Zion, M., ve Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383–399.
• Zion, M., ve Mendelovici, R. (2012). Moving from structured to open inquiry: Challenges and limits. Science Education International, 23(4), 383–399.