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Science & Education - 相似文献
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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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In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science
clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their
research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research
groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper
we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of
research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the
children. We show how the elementary school teachers who had very little formal science education gained the expertise needed
to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills
to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological
and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program. 相似文献
4.
M. K. Summers 《International Journal of Science Education》2013,35(1):19-27
Summaries English The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented. 相似文献
5.
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
6.
Erica McWilliam Philip Poronnik Peter G. Taylor 《Journal of Science Education and Technology》2008,17(3):226-235
This article takes as its starting point the ongoing downturn in student interest in, and engagement with, the enabling sciences.
We make a case that embedding of creative pedagogies in science education has significant potential to arrest the flight from
modern science. Five propositions are explored in order to argue the case: that young people are more engaged by active tasks
than with a passive consumption approach to transfer of core knowledge; that it is boredom, not rigour, that disengages them––the
difference is between static and dynamic sources of knowledge; that creativity is not the antithesis of scientific rigour
but the core business of scientific thinking; that we now have new understandings of creative pedagogies that make teaching
strategies visible and effective; and, that these strategies can build academic, digital and social capacity simultaneously
and this is the new core business of the science educator. We conclude by flagging implications for leading such pedagogical
change in science faculties. 相似文献
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In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's Educating Reason (1988), and emerging from his discussion there, the aspects I explore go beyond that discussion. 相似文献
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Bell Randy Abd-El-Khalick Fouad Lederman Norman G. Mccomas William F. Matthews Michael R. 《Science & Education》2001,10(1-2):187-204
Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen a large body of literature has developed related to the teaching andlearning about nature of science – see, for example, the Lederman (1992)and Meichtry (1993) reviews cited below. As well there has been intensephilosophical, historical and philosophical debate about the nature of scienceitself, culminating in the much-publicised Science Wars of recent time. Thereferences listed here primarily focus on the empirical research related to thenature of science as an educational goal; along with a few influential philosophicalworks by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Whilenot exhaustive, the list should prove useful to educators, and scholars in otherfields, interested in the nature of science and how its understanding can berealised as a goal of science instruction. The authors welcome correspondenceregarding omissions from the list, and on-going additions that can be made to it. 相似文献
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Science & Education - This exploratory case study affirmed the merit of using science fiction-inspired story writing to help Saudi Arabian Grade 10 female students learn science. Recognizing... 相似文献
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Kelly Riedinger Gili Marbach-Ad J. Randy McGinnis Emily Hestness Rebecca Pease 《Journal of Science Education and Technology》2011,20(1):51-64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education
majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’
attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage
students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal
science education. The informal science education course features included informal science educator guest speakers, a live
animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher
candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits
were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for
innovation as a vital component of consideration. 相似文献
11.
Liyanage Devangi H. Perera 《International Journal of Science Education》2013,35(18):3021-3041
Although countries worldwide are emphasizing the importance of science education for technological development and global economic competition, comparative findings from standardized international student assessments reveal a huge gap in science scores between developed and developing countries. Certain developed economies too have made little progress in raising science achievement over the past decade. Despite school improvement being placed high on the policy agenda, the results of such actions have been poor. Therefore, there is a need to explore additional ways in which science achievement can be enhanced. This study focuses on the family and examines whether parents' attitudes towards science (how much they value science and the importance they place on it) can influence their children's science achievement. Individual- and school-level data are obtained from the Program for International Student Assessment 2006 survey for 15 Organisation for Economic Co-operation and Development (OECD) and non-OECD countries. Hierarchical linear modelling is employed to estimate the equations. The findings indicate that parents' attitudes towards science have a positive and statistically significant effect on science achievement, after controlling for other important student- and school-level variables. Moreover, students from poor backgrounds appear to benefit from more positive parental science attitudes as much as students from high socioeconomic status, such that equality of student achievement is not affected. This study recommends that schools and teachers encourage parents to play a more pro-active role in their children's science education, as well as educate parents about the importance of science and strategies that can be adopted to support their children's science learning. 相似文献
12.
Edward O. Wilson 《Academic Questions》1995,8(3):73-81
Presented here is his keynote address to the November 1994 convention of the National Association of Scholars in Cambridge,
MA. A portion was taken in slightly modified form from Professor Wilson's autobiography,Naturalist (Washington, D.C. and Covelo, Calif.: Island Press-Shearwater Books, 1994). 相似文献
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Science &; Education - 相似文献
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The unique contributions of romanticism and romantic science have been generally ignored or undervalued in history and philosophy of science studies and science education. Although more recent research in history of science has come to delineate the value of both topics for the development of modern science, their merit for the educational field has not been explored. Romanticism was not only an obvious historical period, but a particular state of mind with its own extraordinary emotional sensitivity towards nature. It is especially the latter which we hope to revisit and reclaim for science education. After discussing several key historical contributions, we describe nine characteristics of ‘Romantic Science’ in order to focus on six ideas/possibilities that we believe hold much value for transforming current science education: (1) the emotional sensitivity toward nature, (2) the centrality of sense experience, (3) the importance of “holistic experience”, (4) the importance of the notions of mystery and wonder, (5) the power of science to transform people’s outlook on the natural world, and (6) the importance of the relationship between science and philosophy. It is argued that in view of a pragmatist/utilitarian conception of school science prevalent today the aforementioned ideas (especially the notion of wonder and the poetic/non-analytical mode of knowledge), can provide food for thought for both science teachers and researchers seeking to work out an aesthetic conception, one that complements current approaches such as inquiry science and conceptual change. 相似文献
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Science & Education - 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
17.
T. Padmanabhan 《Resonance》2012,17(2):106-115
Foundations of calculus were developed by a school of mathematicians in Kerala during 1400–1600, years before similar developments
took place in the west. 相似文献
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Science & Education - Fengshui was originally a methodology for nurture of both spirit and fertility based on the relationship between water, wind, and qi, and was first used in the selection... 相似文献
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Science & Education - Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by... 相似文献
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Heather M. Worsham Patricia Friedrichsen Marilyn Soucie Ellen Barnett Motoko Akiba 《Journal of Science Teacher Education》2014,25(1):53-77
Despite the importance of recruiting highly qualified individuals into the science teaching profession, little is known about the effectiveness of particular recruitment strategies. Over 3 years, 34 college science majors and undecided students were recruited into paid internships in informal science settings to consider secondary science teaching as a career. Analysis of interns’ subsequent career plans revealed the internships were not effective in recruiting the interns into the secondary science teacher education program, although many interns thought they might consider becoming teachers later in their lives. Reasons for not pursuing teaching included continued indecisiveness, inflexibility of required plans of study, and concerns about teachers’ pay and classroom management. 相似文献