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A New Learning Environment for Improving Pre-Service Science Teachers' Views of Nature of Science: Triple Blended Learning Environment

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Title: A New Learning Environment for Improving Pre-Service Science Teachers' Views of Nature of Science: Triple Blended Learning Environment
Language: English
Authors: Osman Nafiz Kaya (ORCID 0000-0002-7736-2179), Selçuk Aydemir (ORCID 0000-0002-0032-2734)
Source: Education and Information Technologies. 2025 30(6):7387-7455.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 69
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Scientific Principles, Student Teacher Attitudes, Blended Learning, Educational Environment, Intervention, Home Study
DOI: 10.1007/s10639-024-13014-1
ISSN: 1360-2357
1573-7608
Abstract: This study explored the impact of an extended explicit-reflective instruction through a triple blended learning environment (triple-BLE) on pre-service science teachers' (PSTs) views of the nature of science (NOS). The triple-BLE included face-to-face (F2F), online, and out-of-school time (OST) engagement over two semesters. The study employed a pre-, mid-, and post-test design with random assignment. Seventy PSTs (33 males, 37 females) were randomly assigned to the treatment (N = 34) and control group (N = 36). While F2F and OST learning environments were common for both groups, the treatment group experienced a triple-BLE which integrated online learning into F2F and OST learning environments. Online learning environment used in this study consists of four main and 12 sub-components. The PSTs' NOS views were assessed with the "Views of The Nature of Science--Form C" questionnaire and follow-up individual semi-structured interviews. The results indicated that most PSTs in both groups initially held naïve views about all aspects of NOS. Mid-way, both groups made some positive changes compared to pre-tests, with a slight advantage for the treatment group. At the end of the intervention, the treatment group achieved noticeably more substantial gains in their NOS understanding compared to the control group. The study provides empirical support for the effectiveness of online learning in augmenting and enhancing the impact of F2F and OST experiences in promoting preservice teachers' understanding of NOS.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1467870
Database: ERIC
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  Data: A New Learning Environment for Improving Pre-Service Science Teachers' Views of Nature of Science: Triple Blended Learning Environment
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  Data: <searchLink fieldCode="AR" term="%22Osman+Nafiz+Kaya%22">Osman Nafiz Kaya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7736-2179">0000-0002-7736-2179</externalLink>)<br /><searchLink fieldCode="AR" term="%22Selçuk+Aydemir%22">Selçuk Aydemir</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0032-2734">0000-0002-0032-2734</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: This study explored the impact of an extended explicit-reflective instruction through a triple blended learning environment (triple-BLE) on pre-service science teachers' (PSTs) views of the nature of science (NOS). The triple-BLE included face-to-face (F2F), online, and out-of-school time (OST) engagement over two semesters. The study employed a pre-, mid-, and post-test design with random assignment. Seventy PSTs (33 males, 37 females) were randomly assigned to the treatment (N = 34) and control group (N = 36). While F2F and OST learning environments were common for both groups, the treatment group experienced a triple-BLE which integrated online learning into F2F and OST learning environments. Online learning environment used in this study consists of four main and 12 sub-components. The PSTs' NOS views were assessed with the "Views of The Nature of Science--Form C" questionnaire and follow-up individual semi-structured interviews. The results indicated that most PSTs in both groups initially held naïve views about all aspects of NOS. Mid-way, both groups made some positive changes compared to pre-tests, with a slight advantage for the treatment group. At the end of the intervention, the treatment group achieved noticeably more substantial gains in their NOS understanding compared to the control group. The study provides empirical support for the effectiveness of online learning in augmenting and enhancing the impact of F2F and OST experiences in promoting preservice teachers' understanding of NOS.
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