Abd-El-Khalick, F. (2012). Examining the sources for our understandings about science: Enduring
conflations and critical issues in research on nature of science in science education. International
Journal of Science Education, 34(3), 353-374.
Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning about nature of science as conceptual change:
Factors that mediate the development of preservice elementary teachers’ views of nature of
science. Science Education, 88(5), 785-810.
Abd-El-Khalick, F., & BouJaude, S. (1997). An exploratory study of the knowledge base for science
teaching. Journal of Research in Science Teaching, 34(7), 673–699.
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional
practice: Making the unnatural natural. Science Education, 82(4), 417-436.
Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school
chemistry textbooks over the past four decades. Journal of Research in Science teaching,
45(7), 835–855.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A
Project 2061 report. New York: Oxford University Press.
Akçay, B. ve Koç, I. (2009). Inservice science teachers’ views about the nature of science. Hasan Ali
Yücel Eğitim Fakültesi Dergisi, 6(11), 1-11.
Fen Bilimleri Öğretmenlerinin Bilimin Doğasına... 1433
May 2016 Vol:24 No:3 Kastamonu Education Journal
Akerson, V., Morrison, J., & McDuffie, A. (2006). One course is not enough: Preservice elementary
teachers’ retention of improved views of nature of science. Journal of Research in Science
Teaching, 43(2), 194-213.
Aslan, O. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki görüşleri ve bu görüşlerin
sınıf uygulamalarına yansımaları. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri
Enstitüsü, Ankara.
Aslan, O. Yalçın, N. & Taşar, M.F. (2009). Fen ve teknoloji öğretmenlerinin bilimin doğası hakkındaki
görüşleri. Ahi Evren Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 1-8.
Ayvacı, H.Ş. ve Çoruhlu, Ş.N. (2012). Fen ve teknoloji öğretmen adaylarının bilim ve fen kavramları
ile ilgili sahip oldukları görüşlerin araştırılması. Dicle Üniversitesi Ziya Gökalp Eğitim
Fakültesi Dergisi, 19, 29-37.
Bakanay, Ç.D. (2008). Biyoloji öğretmen adaylarının evrim teorisine yaklaşımları ve bilimin doğasına
bakış açıları. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
Bayir, E., Cakici, Y. Ve Ertas Atalay, Ö. (2014). Exploring natural and social scientists’ views of
nature of science. International Journal of Science Education, DOI:10.1080/09500693.2013.
860496 (in Press).
Bilen, K. (2012). Bilimin doğası dersine örnek bir uygulama: Kart değişim oyunu. Mustafa Kemal
Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 173-185.
Bora, N. D., Aslan, O. & Cakiroglu, J. (2006, April). Investigating science teachers’ and high school
students’ views on the nature of science in Turkey. Paper presented at the annual meeting of the
national Association for Research in Science Teaching, San Francisco, CA
Brickhouse, N.W. (1990). Teachers’ beliefs about the nature of science and their relationship to
classroom practice. Journal of Teacher Education, 41, 53–62.
Crowther, D. T., Lederman, N. G. & Lederman, J. S. (2005). Methods and strategies: understanding
the true meaning of nature of science. Science and Children. 43(2), 50-52.
Çelikdemir, M. (2006). İlköğretim Öğrencilerinin Bilimin Doğasını Anlama Düzeylerinin Araştırılması.
Yayınlanmamış Doktora Tezi, Ortadoğu Teknik Üniversitesi Fen ve Matematik Alanları
Eğitimi Bölümü, Ankara.
Doğan, N. ve Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions
of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112.
Doğan, N., Çakıroğlu, J., Bilican, K. ve Çavuş, S. (2012). Bilimin Doğası ve Öğretimi, (2. Baskı),
Pegem Akademi, Ankara.
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young people’s images of science. Buckingham:
Open University Press.
Erdoğan, R. (2004). Investigation of the pre-service science teachers’ views on nature of science.
Master’s Thesis, Middle East Technical University, Ankara.
Eflin, J.T., Glennan, S., & Reisch, G. (1999). The nature of science: A perspective from the philosophy
of science. Journal of Research in Science Teaching, 36(1), 107-116.
Gürses, A., Doğar, Ç. ve Yalçın, M. (2005). Bilimin doğası ve yüksek öğrenim öğrencilerinin bilimin
doğasına dair düşümceleri. Milli Eğitim Dergisi, 116.
Harlen, W. (1996). The teaching of science in primary schools (2nd ed.). London: David Fulton Publishers Ltd.
Hewson, P. W. & Hewson, M. G. A’B. (1989). Analysis and use of a task for identifying conceptions
of teaching science. Journal of Education for Teaching, 1(3), 191-209.
Irez, S. (2006). Are we prepared?: An assessment of preservice science teacher educators’ beliefs
about nature of science. Science Education, 90(6), 1113-1143.
1434 Eylem BAYIR, Yılmaz ÇAKICI, Özge ERTAŞ ATALAY...
Mayıs 2016 Cilt:24 No:3 Kastamonu Eğitim Dergisi
Kılıç, K., Sungur, S., Tekkaya, C. and Çakıroğlu, J., Ninth grade students’ understanding of the
nature of scientific knowledge. Hacettepe Eğitim Fakültesi Dergisi, 28, 127-133.
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(4), 331-359.Lederman, N. G., Abd-
El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire
(VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science.
Journal of Research in Science Teaching, 39(6), 497–521.
Lederman, N. G. & Zeidler, D.L. (1987). Science teachers’ conceptions of the nature of science: Do
they really influence teaching behavior? Science Education. 71(5), 721-734.
Liu, S. Y & Lederman, N.G. (2007). Exploring prospective teachers’ worldviews and conceptions
of nature of science. International Journal of Science Education, 29, 1281-1307.
McComas, W. F (1998). The principal elements of the nature of science: Dispelling the myths. In
W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies.
(pp. 53-70). Dordrecht: Kluwer.
McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of
science. In W. F. McComas (Ed.), The nature of science in science education: Rationales and
strategies. (pp. 3-40). Dordrecht: Kluwer.
McComas, W. F. & Olson, J.K. (1998). The nature of science in international science education
standart documents. In W. F. McComas (Ed.), The nature of science in science education: Rationales
and strategies. (pp. 41-52). Dordrecht: Kluwer.
McKeown, M. G. & Beck, I. L. (1990). The assessment and characterization of young learners’
knowledge of a topic in history. American Educational Research Journal, 27, 688-726.
Mellado, V. (1997). Preservice teachers’ classroom practice and their conceptions of the nature of
science. Science & Education, 6, 331–354.
Mellado, V. (1998). The classroom practice of preservice teachers and their conceptions of teaching
and learning science. Science Education, 82, 197–214.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd
ed.). Thousand Oaks, CA: Sage.
Morgil, İ., Temel, S., Seyhan, H. ve Alşan, E. (2009). Proje tabanlı laboratuvar uygulamasının öğretmen
adaylarının bilimin doğası konusundaki bilgilerine etkisi. Türk Fen Eğitimi Dergisi,
6(2), 92-109.
National Research Council (2000). Inquiry and the national science education standards: A guide
for teaching and learning. Washington, DC: National Academy Press.
Parker, L. C., Krockover, G. H., Lasher-Trapp, S., and Eichinger, D. C. (2008). Ideas about the
nature of science held by undergraduate atmospheric science students. Bulletin of the American
Meteorological Society. 89, 1681–1688.
Ryan, A. G. & Aikenhead, G. S. (1992). Students’ preconceptions about the epistemology of science.
Science Education, 76, 559-580.
Schwartz, R.S., Akom, G., Skjold, B., Hong, H. H., Kagumba, R. & Huang, F. (2007). A change
in perspective: Science education graduate students’ reflections on learning about NOS. Paper
presented at the international meeting of the National Association for Research in Science Teaching,
New Orleans, LA. April 15-18, 2007. 18 Şubat 2010 tarihinde http://homepages.wmich.
edu/ ~rschwart/docs/A_change_in_perspectivearst07schwartz.pdf adresinden alınmıştır.
Schwartz, R. S., Lederman, N. G., & Crawford, B. (2004). Developing views of nature of science
in an authentic context: An explicit approach to bridging the gap between nature of science and
scientific inquiry. Science Education, 88(4), 610-645.
Fen Bilimleri Öğretmenlerinin Bilimin Doğasına... 1435
May 2016 Vol:24 No:3 Kastamonu Education Journal
Talim ve Terbiye Kurumu Başkanlığı (TTKB) (2005). İlköğretim Fen ve Teknoloji Dersi Öğretim
Program ve Klavuzu, 4-5. Sınıflar. MEB-Ankara.
Talim ve Terbiye Kurumu Başkanlığı (TTKB) (2013). İlköğretim Fen Bilimleri Dersi Öğretim
Program ve Klavuzu, 3-8. Sınıflar. MEB-Ankara.Tsai, C. C. (2002). Nested epistemologies:
Science teachers’ beliefs of teaching, learning and science. International Journal of Science
Education, 24(8), 771-783.
Turgut, H. (2009). Fen bilgisi öğretmen adaylarının bilimsel bilgi ve yöntem algıları. Türk Eğitim
Bilimleri Dergisi. 7(1), 165-184.
Yalvac, B. & Crawford, B.A. (2002). Eliciting prospective science teachers’ conceptions of the
nature of science in Middle East Technical Üniversity in Ankara. Annual International Conference
of the Association for the Education of Teachers in Science.
Yıldırım, A. ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. 8. Baskı. Seçkin
Yayınevi-Ankara.
Zeidler, D.L., Walker, K.A. & Ackett, W.A. (2002). Tangled up in views: Beliefs in the nature of
science and responses to socioscientific dilemmas. Science Education. 86, 343-367.
Thank you for copying data from http://www.arastirmax.com
