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1.
Derek Hodson 《International Journal of Science Education》2013,35(15):2534-2553
This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that recognize key differences in learning goals and criticizes the common assertion that ‘current wisdom advocates that students best learn science through an inquiry-oriented teaching approach' on the grounds that conflating the distinction between learning by inquiry and engaging in scientific inquiry is unhelpful in selecting appropriate teaching/learning approaches. 相似文献
2.
This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry. 相似文献
3.
Gwen Nugent Michael D. Toland Richard Levy Gina Kunz David Harwood Denise Green Kathy Kitts 《Journal of Science Teacher Education》2012,23(5):503-529
The purpose of this quasi-experimental study was to determine the effects of a field-based, inquiry-focused course on pre-service teachers?? geoscience content knowledge, attitude toward science, confidence in teaching science, and inquiry understanding and skills. The field-based course was designed to provide students with opportunities to observe, compare, and investigate geological structures in their natural environment and to gain an understanding of inquiry via hands-on learning activities designed to immerse students in authentic scientific investigation. ANCOVA and MANCOVA analyses examining differences in outcome measures between students in the field experience (n?=?25) and education students enrolled in the traditional, classroom-based course (n?=?37) showed that students in the field course generally had significantly higher scores. Results provide evidence of the value of the field and inquiry-based approach in helping pre-service teachers develop the needed skills and knowledge to create effective inquiry-based science lessons. 相似文献
4.
Sae Yeol Yoon Jee Kyung Suh Soonhye Park 《International Journal of Science Education》2013,35(16):2666-2693
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
5.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed. 相似文献
6.
Although the goal of developing school students’ understanding of nature of science (NOS) has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views of 15 Hong Kong in-service senior secondary science teachers about the values of teaching NOS. These values as perceived by the teachers fall into two types. The first type is related to students’ learning of science in the classroom and involves: (i) facilitating the study of subject knowledge, (ii) increasing the interest in learning science, (iii) supporting the conduct of scientific inquiry, (iv) meeting the needs of public examinations, and (v) fulfilling the requirement of learning science. The second type goes beyond learning science and includes (i) developing thinking skills, (ii) cultivating scientific ethics in students, and (iii) supporting the participation in public decisions on socioscientific issues. Although rich relationships were perceived by these teachers between NOS instruction and students’ learning of science, few values were stated from broad social and cultural perspectives. Suggestions are made about developing teachers’ views of the values of teaching NOS so as to influence their intention of teaching it. 相似文献
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8.
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
9.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
10.
Brenda M. Capobianco 《Journal of Science Teacher Education》2007,18(2):271-295
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. 相似文献
11.
Mehmet Aydeniz Kristen Baksa Jane Skinner 《Journal of Science Education and Technology》2011,20(4):403-421
The purpose of this study was to understand the impact of an apprenticeship program on high school students’ understanding
of the nature of scientific inquiry. Data related to seventeen students’ understanding of science and scientific inquiry were
collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped
the participants to develop competency in experimentation methods it had limited impact on participants’ learning of the implicit
aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science
explicit to the students in such authentic scientific inquiry settings through structured curriculum. 相似文献
12.
As student–teacher–scientist partnerships become more widespread, there is a need for research to understand the roles assumed
by scientists and teachers as they interact with students in general and in inquiry learning environments in particular. Although
teacher roles during inquiry learning have been studied, there is a paucity of research about the roles that scientists assume
in their interactions with students. Socio-cultural perspectives on learning emphasize social interaction as a means for students
to make meaning of scientific ideas. Thus, this naturalistic study of classroom discourse aims to explore the ways scientists
and teachers help high school students make meaning during authentic inquiry investigations. Conversational analysis is conducted
of video recordings of discussions between students and teachers and students and scientists from two instances of a student–teacher–scientist
partnership program. A social semiotic analytic framework is used to interpret the actions of scientists and teachers. The
results indicate a range of common and distinct roles for scientists and teachers with respect to the conceptual, social,
pedagogical, and epistemological aspects of meaning making. While scientists provided conceptual and epistemological support
related to their scientific expertise, such as explaining scientific phenomena or aspects of the nature of science, teachers
played a critical role in ensuring students’ access to this knowledge. The results have implications for managing the division
of labor between scientists and teachers in partnership programs. 相似文献
13.
陈思勤 《南昌教育学院学报》2008,23(3):74-76
互动探究教学模式是以学生为主体,以学会学习为目标,采用师生互动、生生互动、共同探究的课堂教学方式,达到活化政治课堂,提高教学效果的目的.本文试从教学实践时此进行初步的探索和思考. 相似文献
14.
Leigh Ann Haefner Carla Zembal‐Saul 《International Journal of Science Education》2013,35(13):1653-1674
This study examined prospective elementary teachers' learning about scientific inquiry in the context of an innovative life science course. Research questions included: (1) What do prospective elementary teachers learn about scientific inquiry within the context of the course? and (2) In what ways do their experiences engaging in science investigations and teaching inquiry‐oriented science influence prospective elementary teachers' understanding of science and science learning and teaching? Eleven prospective elementary teachers participated in this qualitative, multi‐participant case study. Constant comparative analysis strategies attempted to build abstractions and explanations across participants around the constructs of the study. Findings suggest that engaging in scientific inquiry supported the development more appropriate understandings of science and scientific inquiry, and that prospective teachers became more accepting of approaches to teaching science that encourage children's questions about science phenomena. Implications include careful consideration of learning experiences crafted for prospective elementary teachers to support the development of robust subject matter knowledge. 相似文献
15.
In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework.
Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded
as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry
practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as
well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached
importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components
where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring
of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship
between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate
how teachers adapt inquiry science for different contexts. 相似文献
16.
Joseph E. Ireland James J. Watters Jo Brownlee Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175
This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning
in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the
principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should
be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent
educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning
as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview
data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning
in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing
interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students
with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and
answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching
in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for
engaging students in Science. 相似文献
17.
18.
When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching. 相似文献
19.
This study investigated the effects of a multi-pronged approach of increasing the nature of science (NOS) understandings of high school science students. The participants consist of 63 high school students: 31 in the intervention group and 32 in the control group. Explicit/reflective NOS instruction was imbedded within authentic inquiry experiences and supported by online discussions. The students in the intervention group were prompted to engage in various discussions focusing on essential tenets of NOS in an online environment that assured student confidentiality. NOS views were assessed through multiple data sources including pre- and post-intervention questionnaires as well as students’ responses to online discussion prompts. Results show that the instructional intervention used in this study which combined explicit/reflective NOS instruction with intense inquiry exposure along with ample reflective opportunities in an anonymous online discussion format led to positive learning gains in participants’ understanding the NOS aspects assessed. Implications for enhancing data collection with high school students and for promising professional development opportunities for science educators are discussed. 相似文献
20.
Sevgi Aydın Betül Demirdöğen Nilay Muslu Deborah L. Hanuscin 《Journal of Science Teacher Education》2013,24(6):977-997
A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing “activities that work” (Appleton in elementary science teacher education: International perspectives on contemporary issues and practice. Lawrence Erlbaum Associates, Mahwah, NJ, 2006) that can scaffold teachers’ developing pedagogical content knowledge (PCK) for teaching NOS. We analyzed articles published in the NSTA journal The Science Teacher (1995–2010) in terms of the degree to which they provide appropriate model activities and specific information that can support the development of teachers’ PCK for teaching NOS. Our analysis revealed a diversity of NOS aspects addressed by the authors and a wide range of variation in the percent of articles focused on each aspect. Additionally, we found that few articles provided robust information related to all the component knowledge bases of PCK for NOS. In particular, within the extant practitioner literature, there are few models for teaching the aspects of NOS, such as the function and nature of scientific theory. Furthermore, though articles provided information relevant to informing teachers’ knowledge of instructional strategies for NOS, relevant information to inform teachers’ knowledge of assessment in this regard was lacking. We provide recommendations for ways in which the practitioner literature may support teachers’ teaching of NOS through more robust attention to the types of knowledge research indicates are needed in order to teaching NOS effectively. 相似文献