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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국생물교육학회 생물교육 생물교육 제48권 제2호
발행연도
2020.1
수록면
155 - 167 (13page)

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초록· 키워드

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This study examined the effect of science history learning and lesson demonstration using science history on pre-service biology teachers’ perceptions about the nature of science. The subject of this study was 14 pre- service biology teachers. A perception pre/post test about the nature of science was conducted on them. Their responses were analyzed in accordance with the inductive approach. Pre-service biology teachers showed the view that scientific knowledge is to be found in the nature of scientific knowledge. They also tended to think about scientific research only in experiments. However, they have a relatively good understanding of the nature of scientific thinking. The result of post test have shown that they recognize the importance of creativity and imagination in the process of generating scientific knowledge. They also showed the perception that inductive, deductive, and abductive thinking, which are scientific thinking, are interconnected and that the science process takes place. In particular, it recognized the interrelationship between science, technology and society and emphasized the importance of the responsibility and ethics of scientists. The results of the study indicate that science history learning is effective in improving pre- service biology teachers’ perception about the nature of science.

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