期刊名称：International Journal of Environmental and Science Education
电子版ISSN：1306-3065
出版年度：2010
卷号：5
期号：1
页码：105-126
出版社：IJESE
摘要：The common resources of the misunderstandings on NOS are textbooks, teachers and me-dia. However, students with their affective characteristics such as value given to any task related to NOS might also be a resource for misunderstandings. With this idea in mind, the perceptions of teachers and their students in Anatolian Teacher High School on the impor-tance of and interest in NOS knowledge as a school subject were studied. In this study, quantitative research approach supported by qualitative data, descriptive research method and survey technique as data collection way were used. The study was conducted with 85 ninth grade students and 25 teachers. As a result of the study, it was found that the teachers and the students had many misconceptions about the aspects of NOS. In addition, it was al-so found that the knowledge of NOS was perceived differently by the teachers and the stu-dents in terms of “importance” and “interest”. Teachers have more positive perception about NOS knowledge among the other types of knowledge in terms of “importance” than the students. The students’ perception on knowledge of NOS is corresponding to “of little importance”. The knowledge on NOS was ranked in “moderate interest” category by the students as similar to the knowledge types of social sciences. The teachers also put the knowledge of NOS in “moderate” category for “interest” aspect. The implications and re-sults will be discussed in the article.
关键词：NOS knowledge; expectancy-value theory; high school students
