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Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators’ conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to pre-service science teachers. A total of 20 NOS elements were considered by the Chinese science teacher educators to be important ideas to be taught. It was also found that among these educators, whether focusing on the classical or contemporary NOS elements in NOS instruction was a prominent controversy. After explaining the criteria for differentiating between classical and contemporary NOS elements, this paper reports the specific NOS elements suggested by Chinese science teacher educators in this study. Afterward, it describes how all educators in this study were categorized in term of NOS content taught by them to pre-service science teachers. In the end, it discusses three factors influencing the decision on NOS content to be taught, i.e., view of the concept of NOS itself, vision of teaching NOS, and belief in general philosophy. 相似文献
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Teachers’ Willingness to Adopt Nature of Science Activities Following a Physical Science Professional Development 总被引：1，自引：0，他引：1
The major science education reform documents emphasize the need for K-12 students to have a robust understanding of nature
of science (NOS), and inservice teachers consequently need to develop their NOS teaching repertoires. This study investigated
the extent to which science teachers were willing to adopt new strategies and activities for teaching NOS in their classrooms.
The participants were 36 elementary, middle, and high school teachers who were completing a year-long physical science professional
development (PD) that included NOS instruction. Data sources consisted of surveys (teachers’ NOS views, teaching practices),
collected work, and responses to post-PD follow-up questions. The professional development course was successful in that teachers
incorporated many of these strategies and activities into their own practice. This study also endeavored to identify factors
that facilitated the adoption of these new approaches to teaching NOS. While personal characteristics such as pre- or post-PD
NOS understandings, NOS gains, and grade level taught were not related to the number of NOS activities incorporated, teachers
from suburban and rural schools were significantly more likely to implement NOS activities. 相似文献
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Martin Ashley 《Environmental Education Research》2000,6(3):269-280
This article focuses upon the uneasy relationship between science and environmental education. It argues that science probably offers the strongest justification for the adoption of pro-environmental behaviours and policies, but that the relationship between science and environmentalism is strained by conflicts over fundamental values that are apparent in interpretation of the precautionary principle. An understanding of risk and scientific uncertainty is seen as an essential element of citizenship education for a sustainable society. Curriculum design needs to respond to the challenges of living in a risk society. The article argues for changes to the curriculum which lead to a scientific action competence founded in an understanding of the limits of science and an appreciation of the fact that scientists are moral agents who face ethical dilemmas in their work. 相似文献
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M. B. Ormerod 《International Journal of Science Education》2013,35(2):177-190
Summaries English Attitude statements, mostly concerned with the social implications of science, were administered to 2100 pupils of age 14+. The sample was divided into the top 25oO ('GCE') and the next 30‐40oo ('REST') of the ability range and further divided by sex and by coeducation and single‐sex education. Factor analysis yielded measures of five independent attitudes to (1) science as a school subject (SUBATT) and to its implications (SOCATT) regarding (2) aesthetic/humanitarian issues; (3) practical benefits (4) value to the state for money invested (S) the activities of scientists. The attitude scores were correlated with the biology, chemistry and physics choices made at this age and with liking for these subjects’ teachers. There were 26/60 significant but low overall correlations with physics and chemistry choices, but only 5/30 for biology. A further 26 significant correlations arose either at high or low teacher liking, the former predominating with boys and the latter with girls. A Kruskal‐Wallis analysis indicated that some attitudes in the ‘GCE’ group were unaffected by the school attended and possibly derived from the media. Adverse attitudes to the social implications of science may be a factor in the swing away from physical science and technology. 相似文献
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Sherry Southerland Alejandro Gallard Laurie Callihan 《International Journal of Science Education》2013,35(16):2183-2213
The goal of this research is to identify science teachers' beliefs and conceptions that play an important role in shaping their understandings of and attempts to enact inclusive science teaching practices. We examined the work products, both informal (online discussions, email exchanges) and formal (papers, unit plans, peer reviews), of 14 teachers enrolled in a master's degree course focused on diversity in science teaching and learning. These emerging understandings were member-checked via a series of interviews with a subset of these teachers. Our analysis was conducted in two stages: (1) describing the difficulties the teachers identified for themselves in their attempts to teach science to a wide range of students in their classes and (2) analyzing these self-identified barriers for underlying beliefs and conceptions that serve to prohibit or allow for the teachers' understanding and enactment of equitable science instruction. The teachers' self-identified barriers were grouped into three categories: students, broader social infrastructure, and self. The more fundamental barriers identified included teacher beliefs about the ethnocentrism of the mainstream, essentialism/individualism, and beliefs about the meritocracy of schooling. The implications of these hurdles for science teacher education are discussed. 相似文献
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Andrew Gilbert 《Early Childhood Education Journal》2009,36(5):431-438
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based
constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective
teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process
approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist,
inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage
prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. 相似文献
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Fang-Ying Yang Shiang-Yao Liu Chung-Yuan Hsu Guo-Li Chiou Hsin-Kai Wu Ying-Tien Wu Sufen Chen Jyh-Chong Liang Meng-Jung Tsai Silvia W.-Y. Lee Min-Hsien Lee Che-Li Lin Regina Juchun Chu Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344
The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science. 相似文献
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Women are underrepresented in science careers. To overcome this, it is important to explore how to encourage girls to continue to study science. This intervention involved girls aged 12–14 attending interactive science sessions at a university. Girls completed questionnaires before and after the session. Through the intervention, girls became more likely to believe they could succeed in science and saw it as both more useful and interesting. However, the timing of this intervention appeared to be too late. Many girls had already decided on a career and stated that they would be unlikely to continue to study science if it was not needed in their chosen career. 相似文献
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Mark Guzdial 《Interactive Learning Environments》2013,21(1):001-044
Abstract Programming is an activity through which students can learn about other domains, but the difficulty of programming diminishes its usefulness as a learning activity. One approach to facilitate the use of programming for learning is to view programming as a skill like those taught through apprenticeships, and to use the apprenticeship concept of scaffolding to facilitate doing and learning through programming. Scaffolding means providing modifiable support (through fading) that communicates process, coaches, and elicits articulation. Software‐realized scaffolding embeds scaffolding in a computer‐based environment. Emile implements software‐realized scaffolding to facilitate student learning of physics by facilitating students building computer‐based models and simulations. In this article, I present Emile's features as examples of software‐realized scaffolding, and I present the results of an evaluation of Emile's effectiveness. Students were able to use Emile to create fairly sophisticated programs and gained a qualitative understanding of kinematics in the process. 相似文献
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Ángel Vázquez-Alonso Antonio García-Carmona María Antonia Manassero-Mas Antoni Bennàssar-Roig 《Research in Science Education》2013,43(2):781-808
This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed. 相似文献
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Science 总被引：1，自引：0，他引：1
《Reading and Writing(高中版)》2006,(10)
在科学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望达到光辉的顶点。There is mo royal road to science,andonly those who do not dread the fatigu-ing climb of its steep paths have a chance ofgaining its luminous summits.Science 相似文献
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Miriam Lemmer 《Africa Education Review》2018,15(1):20-37
Science teaching and learning require knowledge about how learning takes place (cognition) and how learners interact with their surroundings (affective and sociocultural factors). The study reported on focussed on learning for understanding of Newton’s second law of motion from a cognitive perspective that takes social factors into account. A cognitive refinement instructional approach (CRIA) was used to organise and sequence learning activities, while students were engaged through inquiry and group work. Students’ real-life experiences were used as starting point of the learning sequence. The efficiency of the sequence was determined with the aid of the Force Concept Inventory (FCI) and complemented with the students’ reflections on the sequence, showing their epistemological preferences. The results indicated that a CRIA aided in constructing more coherent scientific knowledge and enhanced understanding, while reducing misconceptions on the topic. In their reflections, the students acknowledged that experiential and experimental evidence, as well as guided formation of a scientific explanatory framework, are foundational for a deeper understanding of the challenging topic. 相似文献
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Drawing from the phenomenographic perspective, this study investigated Chinese science teacher educators’ conceptions of teaching nature of science (NOS) to preservice science teachers through two semi-structured interviews. The subjects were twenty-four science teacher educators in the developed regions in China. Five key dimensions emerged from the data on the conceptions of teaching NOS, including value of teaching NOS, NOS content to be taught, incorporation of NOS instruction in courses, learning of NOS, and role of the teacher. While some of these dimensions share much similarity with those reported in the studies of conceptions of teaching in general, some are distinctively different, which is embedded in some unique features of teaching NOS to preservice science teachers. These key dimensions can constitute the valuable components of the module or course to train science teachers or teacher educators to teach NOS, provide a framework to interpret the practice of teaching NOS, as well as lay a foundation for probing the conceptions of teaching NOS of other groups of subjects (e.g., school teachers’ conceptions of teaching NOS) or in other contexts (e.g., teaching NOS to in-service teacher). 相似文献
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Mehmet Aydeniz Zehra Ozdilek 《International Journal of Science and Mathematics Education》2016,14(7):1255-1273
The purpose of this study was to explore the impact of an intervention on pre-service science teachers’ self-efficacy to teach science through argumentation and explore the challenges they experienced while implementing argumentation. Forty pre-service science teachers in their final semester of schooling participated in an intervention that lasted for 11 weeks. Intervention focused on participants’ understanding of argumentation as a scientific practice and as a pedagogical tool. The participants engaged in argument construction, evaluation, and critique, taught three argumentation lessons, engaged in peer observation of teaching, and reflection on their teaching skills. Data were collected through Argumentation Self-Efficacy Scale and an open-ended questionnaire. The results show that the intervention had a significantly positive effect on pre-service teachers’ self-efficacy. Despite this reported self-efficacy, participants experienced significant challenges in guiding their students to construct scientific arguments and assessing the arguments developed by their students. Discussion focuses on implications for professional development of pre-service and in-service science teachers. 相似文献