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Asia-Pacific Forum
on Science Learning and Teaching, Volume 10, Issue 2, Article12 (Dec., 2009) |
An instructional design model to teach nature of science
Mustafa Serdar KÖKSAL
Karaelmas University, Eregli Education Faculty, Elementary Education Department
67300, Kdz. Eregli-Zonguldak, TURKEYEmail:bioeducator@gmail.com
Received 10 Sept., 2009
Revised 2 Dec., 2009
The “explicit-reflective-embedded” approach is an effective way of teaching nature of science (NOS). But, the studies have not provided a clear or explicit definition of the approach in terms of an instructional design framework. The approach has two sides including embedding into content knowledge and purposively teaching the NOS aspects as a cognitive variable. The purpose of this study is to adapt an instructional design model for teaching NOS in the context of university level biology courses. In this study, four-round Delphi study approach was utilized. The results of Dephi study has shown that six experts have critisized requirement of too much time and effort in implementation, have warned about probable problems for novice implementers and lack parts in the design process as the negative opinions while giving systematic frame to teach scientific literacy aspects and appropriateness for biology courses have been provided as the positive opinions. After the corrections on the critics of the experts, adaptation of instructional design model was completed. The model might provide an instructional guide for NOS teaching in universities.
Keywords: nature of science, instructional design model, biology courses, explicit-reflective-embedded approach
