Nature of Science: Examining Science Teachers’ Knowledge and their Instructional Practices

نویسندگان

چکیده

This case study focused on a university teacher-education course that included NOS content. An adapted questionnaire was used to collect quantitative data 83 secondary science teachers’ views about three themes before and after completing the course. Qualitative were collected from eight of teachers who observed teaching during their field experience The post-course mean scores statistically significantly higher than pre-course (t (65) =-10.08, p<.001; Cohen’s d = 1.4). Despite favourable knowledge among teachers, low levels portrayal in instructional practices. These findings point some success explicitly addressing education content courses. However, they raise questions transferability into classrooms. have implications for teacher-preparation programmes regarding durability knowledge.

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ژورنال

عنوان ژورنال: Australian Journal of Teacher Education

سال: 2023

ISSN: ['0313-5373', '1835-517X']

DOI: https://doi.org/10.14221/1835-517x.5949