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1.
Rola Khishfe 《International Journal of Science Education》2013,35(17):2928-2953
The purpose of this study was to (a) investigate the effectiveness of explicit nature of science (NOS) instruction in the context of controversial socioscientific issues and (b) explore whether the transfer of acquired NOS understandings, which were explicitly taught in the context of one socioscientific context, into other similar contexts (familiar and unfamiliar) was possible. Participants were 10th grade students in two intact sections at one high school. The treatment involved teaching a six-week unit about genetic engineering. For one group (non-NOS group), there was no explicit instruction about NOS. For the other group (NOS group), explicit instruction about three NOS aspects (subjective, empirical, and tentative) was dispersed across the genetic engineering unit. A questionnaire including two open-ended scenarios, in conjunction with semi-structured interviews, was used to assess the change in participants’ understandings of NOS and their ability to transfer their acquired understandings into similar contexts. The first scenario involved a familiar context about genetically modified food and the second one focused on an unfamiliar context about water fluoridation. Results showed no improvement in NOS understandings of participants in the non-NOS group in relation to the familiar and unfamiliar contexts. On the other hand, there was a general improvement in the NOS understandings of participants in the NOS group in relation to both the familiar and unfamiliar contexts. Implications about the transfer of participants’ acquired NOS understandings on the basis of the distance between the context of learning and that of application are highlighted and discussed in link with the classroom learning environment. 相似文献
2.
The study explored the changes in pre-service science teachers’ understanding of the nature of science and their opinions about the nature of science, science teaching and argumentation after their participation in explicit nature of science (NOS) and socioscientific argumentation processes. The participants were 56 third-grade pre-service science teachers studying in a state university in Turkey. The treatment group comprised 27 participants, and there were 29 participants in the comparison group. The comparison group participants were involved in a student-centred science-teaching process, and the participants of the treatment group were involved in explicit NOS and socioscientific argumentation processes. In the study, which lasted a total of 11 weeks, a NOS-as-argumentation questionnaire was administered to all the participants to determine their understanding of NOS at the beginning and end of the data collection process, and six random participants of the treatment group participated in semi-structured interview questions in order to further understand their views regarding NOS, science teaching and argumentation. Qualitative and quantitative data analysis revealed that the explicit NOS and socioscientific argumentation processes had a significant effect on pre-service science teachers’ NOS understandings. Furthermore, NOS, argumentation and science teaching views of the participants in the treatment group showed a positive change. The results of this study are discussed in light of the related literature, and suggestions are made within the context of contribution to science-teaching literature, improvement of education quality and education of pre-service teachers. 相似文献
3.
Rola Khishfe 《International Journal of Science Education》2013,35(10):1639-1667
Having the learning and retention of science content and skills as a goal of scientific literacy, it is significant to study the issue of retention as it relates to teaching and learning about nature of science (NOS). Then, the purpose of this study was to investigate the development of NOS understandings of students, and the retention of these understandings four months after being acquired through explicit reflective instruction in relation to two contexts. Participants were 24 tenth-grade students at a private high school in a city in the Middle East. Explicit NOS instruction was addressed within a six-week unit about genetic engineering. Three NOS aspects were integrated and dispersed across the unit. A questionnaire, together with semi-structured interviews, was administered as pre-, post-, and delayed post-test to assess the retention of participants’ NOS understandings. The questionnaire had two open-ended scenarios addressing controversial socioscientific issues about genetically modified food and water fluoridation. Results showed that most students improved their naïve understandings of NOS in relation to the two contexts following the six-week unit with the explicit NOS instruction. However, these newly acquired NOS understandings were not retained by all students four months after instruction. Many of the students reverted back to their earlier naïve understandings. Conclusions about the factors facilitating the process of retention as the orientation to meaningful learning and the prolonged exposure to the domain were discussed in relation to practical implications in the classroom. 相似文献
4.
Rola Khishfe 《科学教学研究杂志》2012,49(4):489-514
The study investigated the relationship of high school students' understandings about nature of science (NOS) aspects and their argumentation skills in relation to two controversial socioscientific issues. The study was conducted in five schools selected from different geographical areas in Beirut, Lebanon. Participants were 219 grade 11 students. Students in all the schools were administered a survey that consisted of two scenarios that addressed the controversial socioscientific issues about genetically modified food and water fluoridation. The two scenarios were followed by questions relating to argumentation and NOS. The study used a mixed methods approach where quantitative and qualitative measures were employed. Analysis involved participants' views of the target NOS aspects (subjective, tentative, and empirical) and their argumentation components (argument, counterargument, and rebuttal). The Pearson analyses showed strong correlations between the counterargument, compared to argument and rebuttal, and the three NOS aspects. Further, the chi‐square analyses showed significant differences in participants' argumentation skills and NOS understandings between the two scenarios. Qualitative data from questionnaires and interviews further confirmed these findings. Two central implications for the teaching of NOS and argumentation skills were discussed in terms of highlighting the role of counterarguments and considering contextual factors that involve issue exposure and familiarity, prior content knowledge, and personal relevance. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 489–514, 2012 相似文献
5.
Rola Khishfe 《International Journal of Science Education》2019,41(9):1159-1180
It is important to question the generalizability of the knowledge about the nature of science (NOS), and thus know whether the knowledge about NOS can be transferred to various contexts. As such, the purpose of this study was to investigate whether students were able to transfer their acquired NOS understandings into contexts that vary in their similarity to the context of learning. Thirty-eight 7th grade students in two intact sections participated in the study. The treatment extended over seven weeks and involved teaching a unit about plate tectonics, earthquakes, and volcanoes. Only one of the two groups was explicitly taught about NOS in relation to the topics under study. To assess the change in students’ understandings of NOS and their ability to transfer these acquired understandings, a five-topic open-ended questionnaire and individual semi-structured interviews were used. Some of the questionnaire topics focused on scientific issues and were considered similar to the context of learning, while other topics were socioscientific and were considered less similar. Results showed that the transfer of participants’ acquired NOS understandings occurred when the context was similar to the context of learning and when the context was more familiar based on prior knowledge. Interpretations related to knowledge base schema, the distance between contexts, as well as the explicit teaching about transfer were discussed. 相似文献
6.
This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the “integrated” group, NOS instruction was related to the science content about global warming. For the “nonintegrated” group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open‐ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed “slightly” greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS are discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 395–418, 2006 相似文献
7.
This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding
global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled
in a science methods course. The instructional intervention included explicit NOS instruction combined with explicit GCC/GW
instruction situated within the normal elementary science methods curriculum. Participants’ conceptions of NOS and GCC/GW
were assessed with pre- and postadministrations of open-ended questionnaires and interviews. Results indicated that participants’
conceptions of NOS and GCC/GW improved over the course of the semester. Furthermore, participants were able to apply their
conceptions to decision making about socioscientific issues. The results provide support for context-based NOS instruction
in an elementary science methods course. 相似文献
8.
Lindsay B. Wheeler Bridget K. Mulvey Jennifer L. Maeng Mila Rosa Librea-Carden Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925
ABSTRACTGraduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted. 相似文献
9.
10.
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
11.
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
12.
Fouad Abd‐El‐Khalick Valarie Akerson 《International Journal of Science Education》2013,35(16):2161-2184
This study assessed the influence of training in, and use of, metacognitive strategies on the development of prospective elementary teachers’ views of nature of science (NOS). Participants were 49 students (92% female) enrolled in two sections of an elementary science methods course. The sections were randomly assigned to an intervention group and a comparison group. Students in both groups were engaged with explicit‐reflective NOS instruction, which focused on the empirical, tentative, theory‐driven, inferential, and creative NOS. Additionally, students in the intervention group received instruction in, and used, three metacognitive strategies during their engagement with thinking about NOS. The Views of Nature of Science Questionnaire—Form C and the Metacognitive Awareness Inventory were respectively used to assess participants’ views of NOS and metacognitive awareness at the beginning and conclusion of the study. Data analyses indicated that significantly more students in the intervention group explicated more informed views of the target aspects of NOS. Moreover, these substantial changes were coupled with significantly increased Metacognitive Awareness Inventory scores for the intervention group participants. The results point to a relationship between improved metacognitive awareness and the development of informed understandings of NOS. 相似文献
13.
This article describes an effort to explore and enhance argumentation skills of Taiwanese grade 6 students through instruction
in socioscientific issues. An experienced elementary school teacher was given 8 months of personalized instruction on argumentation
skills and socioscientific issues, then subsequently implemented a 17-h classroom unit on the establishment of Ma-Guo National
Park. His students learned to establish claims and warrants, construct counterarguments, offer supportive arguments, and provide
evidence for each one. Data consisted of student responses to questionnaires and individual follow-up interviews. A multiple
regression analysis revealed that success in learning argumentation skills was not substantially related to pre-instruction
argumentation skills, but significantly related to the student ability levels. High-ability students were significantly better
than low-ability students at generating complete arguments. Most students elaborated their arguments, and more high-ability
students offered rebuttals after instruction. However, even these high achievers did not completely understand the meaning
of evidence and often misused supplementary warrants as evidence. 相似文献
14.
15.
Chatree Faikhamta 《Research in Science Education》2013,43(2):847-869
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
16.
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
17.
Gunter Lind 《International Journal of Science Education》2013,35(1):15-23
This study aimed to assess the influence of a philosophy of science (POS) course on science teachers’ views of nature of science (NOS), perceptions of teaching about NOS, and instructional planning related to NOS. Participants were 56 undergraduate and graduate preservice secondary science teachers enrolled in a two science‐methods course sequence, in which participants received explicit, reflective NOS instruction. Ten of these participants were also enrolled in a graduate survey POS course. The Views of Nature of Science Questionnaire — Form C coupled with individual interviews was used to assess participants’ NOS views at the beginning and conclusion of the study. Participants’ lesson plans and NOS‐specific reflection papers were analysed to assess the impact of the POS course on their instructional planning related to, and perceptions of teaching about, NOS. Results indicated that, compared with participants enrolled in the methods courses, the POS course participants developed deeper, more coherent understandings of NOS. Substantially more of these latter participants planned explicit instructional sequences to teach about NOS. Additionally, the POS course participants’ discourse regarding NOS progressed from a preoccupation with the technical, to a concern with the practical, and, finally, to a focus on the emancipatory. Their views of teaching about NOS in their future classrooms went beyond the customary discourse of whether pre‐college students should or could be taught about NOS, to contemplating changes they needed to bring about in their own teaching behaviour and language to achieve consistency with their newly acquired NOS understandings. 相似文献
18.
Jamil Mikhail Yahaya Ahmad Nurulazam Md Zain Mageswary Karpudewan 《International Journal of Science and Mathematics Education》2015,13(2):467-491
This research investigates the effects of socioscientific instruction on pre-service teachers’ sense of efficacy in the teaching and learning of controversial family health issues. For this purpose, a total of 251 students from two teacher training colleges participated in the study and were randomly assigned as experimental and control groups. The experimental group was taught the contents of the controversial family health issues using socioscientific instruction approach and the control group was taught the same content using a more traditional approach. Quantitative data were obtained from both groups after responding to the ‘Teacher sense of Efficacy Scale’ as instrument used for data collection before and after the treatments. Analysis of covariance was used in data analysis of which the pre-treatment scores were used as covariates. Qualitative interviews were conducted with ten participants randomly selected from the experimental group before and after the treatment to deepen and elaborate the quantitative data. The quantitative and qualitative findings indicate that the integration of the socioscientific instruction have significantly affected the pre-service teachers’ sense of efficacy in favour of the experimental group that shows a more stronger sense of efficacy. It was concluded that the socioscientific instruction is significantly effective in changing the pre-service teachers’ weaker sense of efficacy to a stronger one in the controversial family health issues. 相似文献
19.
The “Treasures in the Sea: Use and Abuse” unit that deals with authentic socioscientific issues related to the Mediterranean
was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation
of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt
by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable
for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted.
In order to address the main learning objectives, we monitored students’ performances in tasks that required the higher order
thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show
that while socioscientific issues were discussed in whole class and small group sessions, and students’ argumentation improved,
there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers
should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community
practice and the students as active participants in decision-making processes. 相似文献
20.
The Importance of Teaching and Learning Nature of Science in the Early Childhood Years 总被引：1，自引：0，他引：1
Valarie L. Akerson Gayle A. Buck Lisa A. Donnelly Vanashri Nargund-Joshi Ingrid S. Weiland 《Journal of Science Education and Technology》2011,20(5):537-549
Though research has shown that students do not have adequate understandings of nature of science (NOS) by the time they exit
high school, there is also evidence that they have not received NOS instruction that would enable them to develop such understandings.
How early is “too early” to teach and learn NOS? Are students, particularly young students, not capable of learning NOS due
to developmental unreadiness? Or would young children be capable of learning about NOS through appropriate instruction? Young
children (Kindergarten through third grade) were interviewed and taught about NOS in a variety of contexts (informal, suburban,
and urban) using similar teaching strategies that have been found effective at teaching about NOS with older students. These
teaching strategies included explicit decontextualized and contextualized NOS instruction, through the use of children’s literature,
debriefings of science lessons, embedded written NOS assessments, and guided inquiries. In each context the researchers interviewed
students prior to and after instruction, videotaped science instruction and maintained researcher logs and field notes, collected
lesson plans, and copies of student work. The researchers found that in each setting young children did improve their understandings
of NOS. Across contexts there were similar understandings of NOS aspects prior to instruction, as well as after instruction.
There were also several differences evident across contexts, and across grade levels. However, it is clear that students as
young as kindergarten are developmentally capable of conceptualizing NOS when it is taught to them. The authors make recommendations
for teaching NOS to young children, and for future studies that explore learning progressions of NOS aspects as students proceed
through school. 相似文献