首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This study (a) assessed the influence of three history of science (HOS) courses on college students' and preservice science teachers' conceptions of nature of science (NOS), (b) examined whether participants who entered the investigated courses with a conceptual framework consistent with contemporary NOS views achieved more elaborate NOS understandings, and (c) explored the aspects of the participant HOS courses that rendered them more “effective” in influencing students' views. Participants were 166 undergraduate and graduate students and 15 preservice secondary science teachers. An open‐ended questionnaire in conjunction with individual interviews, was used to assess participants' pre‐ and postinstruction NOS views. Almost all participants held inadequate views of several NOS aspects at the outset of the study. Very few and limited changes in participants' views were evident at the conclusion of the courses. Change was evident in the views of relatively more participants, especially preservice science teachers, who entered the HOS courses with frameworks that were somewhat consistent with current NOS views. Moreover, explicitly addressing certain NOS aspects rendered the HOS courses relatively more effective in enhancing participants' NOS views. The results of this study do not lend empirical support to the intuitively appealing assumption held by many science educators that coursework in HOS will necessarily enhance students' and preservice science teachers' NOS views. However, explicitly addressing specific NOS aspects might enhance the effectiveness of HOS courses in this regard. Moreover, the study suggests that exposing preservice science teachers to explicit NOS instruction in science methods courses prior to their enrollment in HOS courses might increase the likelihood that their NOS views will be changed or enriched as a result of their experiences with HOS. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1057–1095, 2000  相似文献   

2.
The purpose of this study is to investigate the effect of using role play (portraying a scientist's life story) on the children's views of the nature of science (NOS). The study was carried out at the Children's University of Trakya in Turkey during the summer of 2010. The participants consisted of 18 children, aged 10–11. They met for 10 days for approximately 3 h per day. All children completed the pre- and post-tests including 16 open-ended questions in order to reveal changes in their views of the NOS prior to and at the completion of the role-play activities. The results revealed that the children had more informed views of the target NOS aspects in comparison with their views prior to the role-play activities. A large majority of the children (around 80–85%) started out with naive conceptions of the target NOS aspects. Following the role-play activities portraying scientists’ lives, there was a 40–45% positive change in children's views of the tentative, empirical and creative/imaginative aspect of the NOS, and a 50–60% positive change in their views regarding the subjective/theory-laden and social–cultural embeddedness of science. The most substantial change occurred in their views concerning scientific method, with a shift of 72%. The percentage of informed views on images of scientists showed diversity. Overall results indicate that role-play/drama-oriented activities portraying scientist's life stories could be used as one of the exciting, informative and constructive ways of developing understanding of the NOS among children.  相似文献   

3.
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   

4.
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.  相似文献   

5.
This study aims to establish a viable structural model of prospective science teachers' nature of science (NOS) views, which could be used as an analytical tool for understanding the complex relationships between prospective teachers' conceptions of NOS and factors possibly affecting their conceptions. In order to construct such a model, likely factors that might influence prospective teachers' NOS views were hypothesized. These included science process skills; attitudes toward science teaching; academic achievement in pedagogical and science courses; and social, religious, economic, political, aesthetic, and theoretical values. The hypothetical model was then developed and modified using structural equation modeling methodology. The final viable model indicates that attitudes toward science teaching, science process skills, academic achievement in pedagogical courses, religious values, and economic values explain NOS views with low predictive power.  相似文献   

6.
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008  相似文献   

7.
This study examined and supported the efforts of Tina, an experienced elementary teacher, in helping her fourth graders internalize informed views of the inferential, tentative, and creative nature of science (NOS). Tina held informed views of, and was motivated to teach about, NOS. The study aimed to answer the following question: What specific supports were needed to enable Tina to make the target NOS elements explicit in her teaching? The lead researcher visited Tina's classroom every week and interacted with her on a continuous basis. Data sources included classroom observations and videotapes, teacher NOS questionnaires and associated interviews, teacher–researcher communications, and teacher and researcher logs. Although Tina's understandings and intentions were necessary to enable her to teach about NOS, they were not sufficient. Tina needed support to translate her NOS views and intentions into pedagogically appropriate instructional activities that would make the target NOS aspects accessible to her students. Socially mediated support was needed at the personal level in terms of helping Tina activate her tacit NOS understandings, and at the professional level in terms of modeling explicit NOS instruction in Tina's own classroom by the lead researcher. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1025–1049, 2003  相似文献   

8.
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   

9.
The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience.  相似文献   

10.
The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).  相似文献   

11.
Korean students have shown relatively little interest and confidence in learning science, despite being ranked in the top percentile in international evaluations of academic achievement in science such as the Trends in International Mathematics and Science Study. Although research indicates a positive relationship between student perceptions of science and their science learning, this area has not been sufficiently explored in Korea. Particularly, even though both students' perceptions of scientific practice and their understanding of the nature of science (NOS) are influenced by their science learning experiences at schools, little research examines how this perception, understanding, and experience are related to one another. This study aimed to uncover Korean students' perceptions of school scientific practice through exploring their drawings, writings, and responses to questionnaires. Participants were 500 Korean students in 3rd, 7th, and 10th grades who were asked to complete an open-ended questionnaire. The results indicated that Korean students typically viewed school scientific practices as experimental activities or listening to lecture; and that most participants held an insufficient understanding of the NOS. Overall, no significant relationship emerged between students' perceptions of school scientific practice and their understanding of the NOS. Our findings highlight the need to help both teachers and students understand the potential breadth of school scientific practices, beyond simple ‘activity mania.’ This study also suggests that teachers must balance implicit and explicit instructional approaches to teaching about the NOS through scientific practices in school science contexts.  相似文献   

12.
The science education literature demonstrates that scientific literacy is generally valued and acknowledged among educators as a desirable student learning outcome. However, what scientific literacy really means in terms of classroom practice and student learning is debatable due to the inherent complexity of the term and varying expectations of what it means for learning outcomes. To date the teacher voice has been noticeably absent from this debate even though the very nature of teacher expertise lies at the heart of the processes which shape students' scientific literacy. The research reported in this paper taps into the expertise of (participating) primary teachers by analyzing the insights and thinking that emerged as they attempted to unravel some of the pedagogical complexities associated with constructing an understanding of scientific literacy in their own classrooms. The research examines the processes and structures within one primary school that were created to provide conditions to allow teachers to explore and build on the range of ideas that presently inform the scientific literacy debate. The research reports these teachers' views and practices that shaped their actions in teaching for scientific literacy.  相似文献   

13.
Science education researchers recently turned their attention to exploring views about nature of science (NOS). A large body of research indicates that both students and teachers have many naïve views about the NOS. Unfortunately, less attention has been directed at the issue of exploring the views of the scientists. Also, the little research in the literature generally took into consideration NOS views of only natural scientists. This study primarily proposes to explore the views of scientists in both the natural and social sciences regarding the seven target aspects of NOS. The second aim of the study is to find out the similarities and dissimilarities between the views of scientists who majored in social sciences and those who majored in natural sciences in terms of the target aspects of NOS. The sample was 69 scientists representing 5 scientific disciplines from natural and social sciences. Interviews were employed for obtaining data. The data were analyzed by means of cognitive maps. This study revealed that the scientists in the sample have neither completely informed views nor completely naïve views according to contemporary scientific understanding. Their views were a blend of the two in terms of almost all the target aspects of NOS. The views of the scientists in natural science and in social science were not substantially different. The scientists from both groups generally had similar viewpoints. This situation suggested that the scientists' views about NOS are not related to their scientific disciplines.  相似文献   

14.
This study assessed the influence of a reflective, explicit, activity‐based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on preservice teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjective (theory‐laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientific theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open‐ended NOS questionnaire coupled with individual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. During the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments indicated that participants made substantial gains in their views of some of the target NOS aspects. Less substantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonetheless, might be rendered more effective when integrated within a conceptual change approach. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 295–317, 2000.  相似文献   

15.
The purpose of this study was to assess preservice teachers’ views of Nature of Science (NOS), identify aspects that were challenging for conceptual change, and explore reasons why. This study particularly focused on why and how some concepts of NOS may be more easily altered than others. Fourteen preservice science teachers enrolled in a NOS and Science Inquiry course participated in this study. Data were collected by using a pre/post format with the Views of Nature of Science questionnaire (VNOS-270), the Views of Scientific Inquiry questionnaire (VOSI-270), follow-up interviews, and classroom artifacts. The results indicated that most students initially held naïve views about certain aspects of NOS like tentativeness and subjectivity. By the end of the semester, almost all students dramatically improved their understanding about almost all aspects of NOS. However, several students still struggled with certain aspects like the differences between scientific theory and law, tentativeness, and socio-cultural embeddedness. Results suggested that instructional, motivational, and socio-cultural factors may influence if and how students changed their views about targeted NOS aspects. Students thought that classroom activities, discussions, and readings were most helpful to improve their views about NOS. The findings from the research have the potential to translate as practical advice for teachers, science educators, and future researchers.  相似文献   

16.
The nature of science (NOS) has become a central goal of science education in many countries. This study sought an understanding of the extent to which a nature of science course (NOSC), designed according to the conceptualization of pedagogical content knowledge (PCK) for teaching nature of science (NOS), affects in-service science teachers’ understanding and learning of NOS, and their orientations towards teaching it. A qualitative research approach was employed as a research methodology, drawing upon pre- and post-instruction NOS questionnaires, field notes, and in-service teachers’ weekly journal entries and assignments. Open-ended NOS questionnaires, used to assess participants’ understandings of NOS, were analysed and categorized as either informed, partially informed and naive. Other qualitative data were analysed through an inductive process to identify ways in-service teachers engaged and learned in the NOSC. The results indicate that at the beginning of the course, a majority of the in-service science teachers held naive understandings of NOS, particularly with respect to the definition of science, scientific inquiry, and differences between laws and theories. They viewed implicit project-based science and science process skills as goals of NOS instruction. By engaging in the course, the in-service science teachers developed an understanding of NOS and orientations to teaching NOS based on various elements, especially reflective and explicit instruction, role modelling, and content- and non-content embedded instruction. The aim of this study is to help science teacher educators, consider how to support and develop science teachers’ understandings of NOS while being mindful of PCK for NOS, and develop methods for teaching NOS frameworks.  相似文献   

17.
This study investigated the influence of an explicit and reflective inquiry‐oriented compared with an implicit inquiry‐oriented instructional approach on sixth graders' understandings of nature of science (NOS). The study emphasized the tentative, empirical, inferential, and imaginative and creative NOS. Participants were 62 sixth‐grade students in two intact groups. The intervention or explicit group was engaged in inquiry activities followed by reflective discussions of the target NOS aspects. The comparison or implicit group was engaged in the same inquiry activities. However, these latter activities included no explicit references to or discussion of any NOS aspects. Engagement time was balanced for both groups. An open‐ended questionnaire in conjunction with semistructured interviews was used to assess participants' NOS views before and at the conclusion of the intervention, which spanned 2.5 months. Before the intervention, the majority of participants in both groups held naive views of the target NOS aspects. The views of the implicit group participants were not different at the conclusion of the study. By comparison, substantially more participants in the explicit group articulated more informed views of one or more of the target NOS aspects. Thus, an explicit and reflective inquiry‐oriented approach was more effective than an implicit inquiry‐oriented approach in promoting participants' NOS conceptions. These results do not support the intuitively appealing assumption that students would automatically learn about NOS through engagement in science‐based inquiry activities. Developing informed conceptions of NOS is a cognitive instructional outcome that requires an explicit and reflective instructional approach. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 551–578, 2002  相似文献   

18.
This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

19.
Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation.  相似文献   

20.
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   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号