The effect of explicit embedded reflective instruction on nature of science understandings in advanced science students

Koksal M. S., Çakıroğlu J., Geban Ö.

JOURNAL OF BIOLOGICAL EDUCATION, vol.47, pp.208-223, 2013 (SCI-Expanded) identifier identifier

  • Publication Type: Article / Article
  • Volume: 47
  • Publication Date: 2013
  • Doi Number: 10.1080/00219266.2013.799080
  • Journal Indexes: Science Citation Index Expanded (SCI-EXPANDED), Scopus
  • Page Numbers: pp.208-223
  • Keywords: nature of science, explicit-embedded-reflective instruction, biology education, advanced science students, cell unit, TEACHERS CONCEPTIONS, VIEWS, BIOLOGY, IMPLICIT, BELIEFS, COURSES
  • Middle East Technical University Affiliated: Yes


The purpose of this study is to investigate the effectiveness of explicit-embedded-reflective (EER) instruction in nature of science (NOS) understandings of ninth-grade advanced science students. This study was conducted with 71 students, who were divided into three groups, by using non-equivalent quasi-experimental design. In the treatment groups, the EER teaching was conducted, while in the comparison group NOS instruction was carried out in the same time interval by lecturing, demonstration and questioning strategies. Views on Nature of Science Questionnaire-Form C and follow-up interviews were used for data collection. Categorisation of the participants' profiles on aspects of the NOS was used for data analysis. According to the results, participants had misunderstandings about scientific methods', laws and theories' and observation and inference', while they had expert views on the role of creativity and imagination' in the beginning of the study. For changing naive NOS understandings, the EER approach was found to be effective.