The Effect of Project Based Laboratory Application on Pre- Service Teachers' Understanding of Nature of Science

Understanding nature of science is one of the most important aims of science education (Tao, 2003; Sadler, 2004; Bora, 2005). Nature of science and nature of scientific knowledge are two dimensions of scientific literacy (Meichtry, 1999). Scientific literate individuals use scientific knowledge and search for scientific thinking ways in order to cope with social and individual problems (Sadler, 2004). It is advocated that nature of science should be taught to increase scientific literacy (Hand & et. al., 1999). Researches display that both teachers and students have insufficient views about nature of science (Lederman, 1992; Gurses & et. al., 2005; Kucuk, 2006; Tufan, 2007). When science teachers have clear understanding about nature of science, they support their students’ scientific literacy during their teaching applications. According to Lederman (1999), for transferring teachers’ understanding about nature of science into classroom applications, science teacher education programs should be arranged for developing students’ conceptions about nature of science. Abd-El Khalick (2001) arranges general approaches about nature of science as given below (Mugaloglu, 2006): 1. Scientific knowledge is changeable. 2. Empiric knowledge is the basis of scientific explanations. 3. Observations, inferences and theories are different from each other. 4. Scientific theories and laws are different from each other. 5. Science requires for creativity and imagination. 6. Scientific knowledge is based on theories. 7. Science is coordinated with social and cultural components. 8. There are various scientific methods. TURK FEN EĞITIMI DERGISI Yil 6, Sayi 2, Agustos 2009 Journal of TURKISH SCIENCE EDUCATION Volume 6, Issue 2, August 2009