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Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers

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Title: Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers
Language: English
Authors: Karaman, Ayhan
Source: Universal Journal of Educational Research. 2017 5(5):824-837.
Availability: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Demography, Scientific Principles, Scientific Attitudes, Science Teachers, Elementary School Teachers, Questionnaires, Likert Scales, Epistemology, Multivariate Analysis, Componential Analysis, Statistical Significance, Scores, Gender Differences, Educational Attainment, Teaching Experience, Statistical Analysis
Geographic Terms: Turkey
ISSN: 2332-3205
Abstract: In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of "Scientific Epistemological Views" questionnaire originally developed by Liu and Tsai. The data collected from a total of 647 in-service teachers was analyzed conducting MANOVA statistical test. The results revealed that the variable, "teaching discipline", had a statistically significant multivariate effect on the overall NOS conceptions of the participant teachers. Teachers' mean scores exhibited a statistically significant difference in three out of five sub-dimensions of the questionnaire. The variables, "gender" and "education level", yielded a statistically insignificant result, which indicated the ineffectual nature of those variables on participant teachers' views of NOS concepts. The variables, "teaching experience" and "regional work location", were found to be statistically significant in only one of the sub-dimensions of the questionnaire. At the end of the paper, these results were discussed in connection with the relevant education literature.
Abstractor: As Provided
Number of References: 67
Entry Date: 2017
Accession Number: EJ1143758
Database: ERIC
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  Data: Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
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  Data: In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of "Scientific Epistemological Views" questionnaire originally developed by Liu and Tsai. The data collected from a total of 647 in-service teachers was analyzed conducting MANOVA statistical test. The results revealed that the variable, "teaching discipline", had a statistically significant multivariate effect on the overall NOS conceptions of the participant teachers. Teachers' mean scores exhibited a statistically significant difference in three out of five sub-dimensions of the questionnaire. The variables, "gender" and "education level", yielded a statistically insignificant result, which indicated the ineffectual nature of those variables on participant teachers' views of NOS concepts. The variables, "teaching experience" and "regional work location", were found to be statistically significant in only one of the sub-dimensions of the questionnaire. At the end of the paper, these results were discussed in connection with the relevant education literature.
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Turkey
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