Rapid changes in the field of science and technology, lead to increased knowledge in different fields. Increased knowledge accumulation also brings about a transformation that requires questioning the quality of the produced and shared knowledge. This situation affects the social, cultural and economic activities of the societies. Therefore, it is seen that the targeted knowledge, skills and values that are gained to the students through the curriculum have changed. Among these knowledge, skills and values that are aimed to be gained to the students, it has been determined that the skills such as information literacy, critical thinking, creative thinking and the basic and high level scientific process skills that serve the achievement of these skills have become more important recently. In this context, in today’s education systems, it is pointed out that students’ awareness of science and technology should be increased and that it is an evitable part of a curriculum to help students at all education levels from elementary school level to university level understand the nature of science (Tatar, Karakuyu & Tüysüz, 2011). The recent change in the understanding of nature of science has now required individuals in the society not only to have sufficient knowledge about the nature of science so that they can be considered to be science-literate but also to revise and renew their current knowledge (Köseoğlu, Tümay & Budak, 2008; McComas, 1998; Tatar, Karakuyu & Tüysüz, 2011). It is reported that in the initial phase of the development phase, it is necessary to examine and develop the related understandings of teachers and pre-service teachers, who are expected to reflect the nature of science to the instruction process (Aslan, Yalçın & Taşar, 2009; Capps & Crawford, 2013; Köseoğlu, Tümay & Üstün, 2010; Tufan, 2007). However, the results of national and international studies show that teachers and pre-service teachers do not have sufficient knowledge about this subject and that they have numerous Abstract. In the research, the purpose was

中文翻译：

---

通过跨学科课程培养职前教师对科学性质的理解：案例研究

科学技术领域的快速变化，导致不同领域的知识增加。知识积累的增加也带来了转变，需要质疑所产生和共享知识的质量。这种情况影响了社会的社会、文化和经济活动。因此，可以看出学生通过课程获得的有针对性的知识、技能和价值观发生了变化。在这些旨在让学生获得的知识、技能和价值观中，已确定信息素养、批判性思维、创造性思维以及为实现这些技能服务的基本和高级科学过程技能等技能。最近变得更加重要。在这种背景下，在当今的教育系统中，指出应该提高学生的科学技术意识，帮助从小学到大学各级教育水平的学生了解科学的本质是课程中不可避免的一部分（Tatar，Karakuyu＆Tüysüz） , 2011)。最近对科学本质的理解发生了变化，现在要求社会中的个人不仅要对科学的本质有足够的了解，这样他们才能被认为具有科学素养，而且还要修改和更新他们现有的知识（Köseoglu , Tümay & Budak, 2008; McComas, 1998; Tatar, Karakuyu & Tüysüz, 2011)。据悉，在发展阶段的初期，需要对教师和职前教师的相关认识进行考察和培养，预计将科学的本质反映到教学过程中（Aslan, Yalçın & Taşar, 2009; Capps & Crawford, 2013; Köseoglu, Tümay & Üstün, 2010; Tufan, 2007）。然而，国内外的研究结果表明，教师和职前教师对这门学科的了解不够，他们有大量的摘要。在研究中，目的是