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Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999–1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings. 相似文献
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Ebru Kaya Sibel Erduran Busra Aksoz Selin Akgun 《International Journal of Science Education》2019,41(1):21-47
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators, its empirical adaptations in science education are limited. In order to illustrate the educational adaptations of FRA, we refer to Reconceptualised Family Resemblance Approach to Nature of Science or RFN. We present a study based on a funded pre-service science teacher education project whose aim was to design, implement and evaluate the impact of RFN strategies. Fifteen pre-service teachers participated in a 14-week teacher education intervention that infused RFN. A 70-item questionnaire was designed to investigate the outcomes of the teacher education intervention. Individual interviews with pre-service teachers were also conducted. Quantitative and qualitative data analysis suggest that the teacher education intervention had an overall significant impact on pre-service teachers’ views of NOS. The paper contributes to the understanding of how NOS can be incorporated in science teacher education using a new orientation to NOS based on FRA. 相似文献
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This paper provides a detailed analysis of the inclusion of aspects of nature of science (NOS) in the Next Generation Science Standards (NGSS). In this new standards document, NOS elements in eight categories are discussed in Appendix H along with illustrative statements (called exemplars). Many, but not all, of these exemplars are linked to the standards by their association with either the “practices of science” or “crosscutting concepts,” but curiously not with the recommendations for science content. The study investigated all aspects of NOS in NGSS including the accuracy and inclusion of the supporting exemplar statements and the relationship of NOS in NGSS to other aspects of NOS to support teaching and learning science. We found that while 92 % of these exemplars are acceptable, only 78 % of those written actually appear with the standards. “Science as a way of knowing” is a recommended NOS category in NGSS but is not included with the standards. Also, several other NOS elements fail to be included at all grade levels thus limiting their impact. Finally, NGSS fails to include or insufficiently emphasize several frequently recommended NOS elements such as creativity and subjectivity. The paper concludes with a list of concerns and solutions to the challenges of NOS in NGSS. 相似文献
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科学史融入科学课程对提升学生的科学素养有重要的意义。科学史的本源价值是其元认知价值——展现科学的本质和科学技术与社会的关系。辉格式科学史给学生呈现出一副歪曲的科学发展图景,不利于学生理解科学的本质以及科学技术与社会的关系。其产生的根本原因是教育者价值观的错位,即教育哲学中的知识中心主义、科学哲学中的素朴经验论和历史哲学中的移时史观;直接原因在于科学家的一些"不当行为"与科学教育工作者对科学、科学家所持的刻板印象相冲突,他们按自己的刻板印象去重塑科学史。科学课程应变辉格式科学史为真实的科学发展历程。 相似文献
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Raichvarg Daniel 《Science & Education》2007,16(6):585-591
During the 18th and 19th centuries, numerous “entrepreneurs de spectacles scientifiques” — a new category of “stall-keepers” — travelled around France, displaying their scientific shows to the public. They turned out to be physics demonstrators, magicians, mechanical engineers or curators of museums of anatomy. A general survey of these shows is not easy because we have but few documents to consider. Through a various set of texts and pictures, we’ll try to understand the general philosophy of these shows: the wonder, the novelty and the surprising are the key-ideas which prevail and not only the idea that these shows mostly deliver knowledge. But above all, we will see that these shows played an important part in popularizing the 19th century scientific achievement as well as achieving the 18th century goal of the Enlightenment. Finally, we may question and discuss the 21st century answer to the question of science understood as entertainment: “science’tainment” as we say: “info’tainment”! 相似文献
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Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS, and science education in order to have a better understanding of how science works in society and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS and re-define entrepreneurship in the NOS context; (2) explore the issues emerging in the “financial systems” of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship, into NOS; (3) conceptualize NOS, EOS, and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry, and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side. 相似文献
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This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn’s notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n = 15) participating in the NOS instructional model. Three case studies are presented to illustrate successful conceptual changes that took place as a result of the NOS instructional model. All three cases represent students who claim a very conservative Christian heritage and for whom evolution was not considered a legitimate scientific theory prior to participating in the NOS instructional model. All three case study individuals, along with their twelve classmates, placed evolution as most scientific when compared to intelligent design and a fictional field of study called “Umbrellaology.” 相似文献
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外在主义通常被认为是认知科学和现象学“彻底逆转”后的走向与发展成果。然而文章认为,外在主义在分析哲学中有其存在论基础与根源,尤其在维特根斯坦的哲学叙述中表现得最为明显。维特根斯坦通过语词符号的形而上学研究介入对预期、意义、信仰等内在意识状态或过程之具体概念的逻辑分析中,并与此同时对传统的内部意识模型进行了彻底的消解与批判。从其整个分析哲学的发展历程来看,外在主义思想发微、凸显于前期维特根斯坦向后期维特根斯坦转变的过程中。在分析哲学这种走向的影响下,外在主义思想成为未来哲学理论研究的生长点和出发点,揭示并体现了维特根斯坦哲学“理论维度丰富性”和“历史影响广泛性”的后现代意义。 相似文献
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Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators’ conceptions of teaching NOS to prospective 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 prospective science teachers. Among a total of twenty NOS elements considered by the Chinese science teacher educators to be important ideas to be taught, five were suggested by no less than a half of the educators. They are (1) empirical basis of scientific investigation, (2) logics in scientific investigation, (3) general process of scientific investigation, (4) progressive nature of scientific knowledge, and (5) realist views of mind and natural world. This paper discusses the influence of Marxism, a special socio-cultural factor in China, on Chinese science teacher educators’ conceptions of NOS content to be taught to prospective science teachers. We argue the importance of considering ideological traditions (mainly those in general philosophy and religion) when interpreting views of NOS or its content to be taught in different countries and regions and understanding students’ conceptual ecology of learning NOS. 相似文献
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Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called ??the consensus view?? about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This is an attractive view, but it has some shortcomings and weaknesses. In this article we present and defend an alternative approach based on the notion of family resemblance. We argue that the family resemblance approach is superior to the consensus view in several ways, which we discuss in some detail. 相似文献
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"家族相似说"是维特根斯坦后期提出的一种影响深远的比喻性说法,被后人视为维特根斯坦反本质主义的纲领之一。"家族相似说"认为不存在语言的本质,各种语言游戏之间的"家族相似"是一种错综复杂、重叠交错的"相似性"关联,应通过"不要想,而要看"的方式研究语言的个别性、多样性。维特根斯坦的"家族相似说"对西方哲学的发展产生了重要而深远的影响。 相似文献
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This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008 相似文献
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This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
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Science & Education - The emergence of the Family Resemblance Approach (FRA) to nature of science (NOS) has prompted a fresh wave of scholarship embracing this new approach in science... 相似文献
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Robin Millar 《International Journal of Science Education》2013,35(13):1499-1521
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues. 相似文献
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Jana A. Hovland Virginia G. Carraway‐Stage Artenida Cela Caitlin Collins Sebastián R. Díaz Angelo Collins Melani W. Duffrin 《Journal of Food Science Education》2013,12(4):81-86
Health professionals and policymakers are asking educators to place more emphasis on food and nutrition education. Integrating these topics into science curricula using hand‐on, food‐based activities may strengthen students’ understanding of science concepts. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. Previous studies have shown that students experiencing the FoodMASTER curriculum were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations. The purpose of this study was to: (1) assess 4th graders food‐related multidisciplinary science knowledge, and (2) compare gains in food‐related science knowledge after implementation of an integrated, food‐based curriculum. During the 2009–2010 school year, FoodMASTER researchers implemented a hands‐on, food‐based intermediate curriculum in eighteen 4th grade classrooms in Ohio (n = 9) and North Carolina (n = 9). Sixteen classrooms in Ohio (n = 8) and North Carolina (n = 8), following their standard science curricula, served as comparison classrooms. Students completed a researcher‐developed science knowledge exam, consisting of 13 multiple‐choice questions administered pre‐ and post‐test. Only subjects with pre‐ and post‐test scores were entered into the sample (Intervention n = 343; Control n = 237). No significant differences were observed between groups at pre‐test. At post‐test, the intervention group scored (9.95 ± 2.00) significantly higher (p = 0.000) than the control group (8.84 ± 2.37) on a 13‐point scale. These findings suggest the FoodMASTER intermediate curriculum is more effective than a standard science curriculum in increasing students’ multidisciplinary science knowledge related to food. 相似文献
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Kristian H. Nielsen 《Science & Education》2013,22(9):2067-2086
Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be argued in this paper, scientific communication could be treated as a central component of NOS. Like other forms of communication, scientific communication is socially and symbolically differentiated. Among other things, it encompasses technical language and grammar, lab communications, and peer reviews, all of which will be treated in this paper in an attempt to engage on an empirical and theoretical level with science as communication. Seeing science as a form of communicative action supplements the epistemological view of science that is standard to both NOS and the philosophy of science. Additions to the seven NOS aspects on Lederman’s (Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 831–879, 2007) list are put forward as well as preliminary thoughts on the inclusion of scientific communication into NOS instruction. 相似文献