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1.
Abdullateef H. Haidar 《International Journal of Science Education》2013,35(8):807-822
This study investigated Emirates pre-service and in-service teachers' views about the nature of science. A questionnaire was developed and administered to 31 female pre-service science teachers, and 224 inservice chemistry teachers. The questionnaire covered five aspects of the nature of science identified by Palmquist and Finley (1997). These are: scientific theories and models; role of a scientist; scientific knowledge; scientific method; and scientific laws. The results indicated that Emirates teachers' views are neither clearly traditional nor clearly constructivist - they held mixed views about the nature of science. The study attributed the existence of the traditional views to historical reasons and the educational system. The presence of constructivist views was attributed to religious factors, where some of students' religious beliefs agree with some constructivist views. The study argued that the traditional view about the nature of science is in conflict with the teachers' religious beliefs. Teaching science in the Arab culture using the traditional view about science creates what Tobin (1996) called 'symbolic violence'. The study concluded that introducing science from the constructivist point of view and using what Jegede (1996) called 'collateral learning' would help to diminish such violence. 相似文献
2.
Luca Benedetti Simona Quartieri Rinaldo Cervellati Daniela Perugini 《International Journal of Science Education》2013,35(4):439-445
Responses to a written beliefs test for 178 eighth grade students and interviews with a subset of the students are analysed to investigate students' beliefs about the tentativeness of scientific knowledge and about the autonomy and strategies appropriate for science learning. These three dimensions of beliefs are salient because they align with the image of science teaching promoted by current reform movements. Analyses focus on change in beliefs and relationships among dimensions of beliefs and between those beliefs and students' understandings of science concepts. Results show that students' beliefs do not change much during the one-semester course. Students who view scientific knowledge as tentative also try to understand science. Autonomous students do not hold the most productive learning strategies, though students with low autonomy develop significantly less coherent understandings of science concepts. Instructional implications focus on potential roles of teachers and technology in promoting productive beliefs about scientific knowledge and science learning. Implications for individualized instruction follow classroom-level implications. 相似文献
3.
John Quicke 《课程研究杂志》2013,45(1):113-127
How can the science curriculum make a contribution to education for democracy in 'the risk society'? The characteristics of a 'risk society' are identified and the problematic role of scientific knowledge in such a society briefly reviewed. Kuhn's notion of science as a community of practice is suggested as the most appropriate model if the aim is to teach a view of science which is compatible with the provisional, 'risky' and collaborative nature of all knowledge in the contemporary context. Those features of the model which are particularly relevant to life in present-day society are clarified and the educational implications of this particular model are discussed under three headings: science as a way of knowing; science as cultural communication; and science as an expression of interests. 相似文献
4.
In this paper we consider the ways in which students' activities during project work are influenced by their images of science, e.g. their views about the purposes of science, the nature of scientific knowledge and the role of social processes in scientific activity. We also investigate the kinds of project activities which promote the development of students' images of science. We draw on case studies of 11 science students' experiences of investigative project work in their final year at university. For one of these students naive views about the epistemology of science constrain her project activities. We suggest that the concept of 'epistemic demand' may help in anticipating difficulties that students might have during project work. We also find that students' images of science are developed as a result of messages communicated both implicitly and explicitly through project work. 相似文献
5.
Amy Ricketts 《Science & Education》2014,23(10):2119-2135
With the goal of producing scientifically literate citizens who are able to make informed decisions and reason critically when science intersects with their everyday lives, the National Research Council (NRC) has produced two recent documents that call for a new approach to K-12 science education that is based on scientific practices, crosscutting concepts, and disciplinary core ideas. These documents will potentially influence future state standards and K-12 curricula. Teachers will need support in order to teach science using a practices based approach, particularly if they do not have strong science backgrounds, which is often the case with elementary teachers. This study investigates one cohort (n = 19) of preservice elementary teachers’ ideas about scientific practices, as developed in a one-semester elementary science teaching methods course. The course focused on eight particular scientific practices, as defined by the National Research Council’s A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012). Participants’ written reflections, lesson plans and annotated teaching videos were analyzed in fine detail to better understand their ideas about what it means to engage in each of the practices. The findings suggest that preservice elementary teachers hold promising ideas about scientific practices (such as an emphasis on argumentation and communication between scientists, critical thinking, and answering and asking questions as the goal of science) as well as problematic ideas (including confusion over the purpose of modeling and the process of analysis, and conflating argumentation and explanation building). These results highlight the strengths and limitations of using the Framework (NRC 2012) as an instructional text and the difficulties of differentiating between preservice teachers’ content knowledge about doing the practices and their pedagogical knowledge about teaching the practices. 相似文献
6.
As a result of the reductionist approach to science curricula in tertiary education, students are learning science in a fragmented way. With the purpose of providing students with tools for a more holistic understanding of science, an integrated approach based on the use of general systems theory (GST) and the concept of 'mapping' scientific knowledge (its relationships, connections and generalities) is developed. GST is used as the core methodology for understanding science and its complexity. By analogy with geographic maps, we introduce scales of educational 'science maps' - scales of integration. Three principal scales of integration can be distinguished in GST, which we consider necessary for GST to be effectively applied in education. They are (a) the scale of branches and fields of science, (b) the scale of hypotheses and theories, and (c) the scale of structures and hierarchies. Examples of each of these three scales are provided from the field of physical science. The role of the scientific community in producing accessible, and essential, maps of scientific knowledge for science education is discussed. 相似文献
7.
The history of science should be incorporated into science teaching as a means of improving learning and also to increase the students'' understanding about the nature of science. In biology education, the history of microscopy deserves a special place. The discovery of this instrument not only opened a new and fantastic microworld but also led to the development of one unifying principle of biological sciences (i.e., cell theory). The microscopes of Leeuwenhoek and Hooke opened windows into the microworld of living organisms. In the present work, the knowledge of these themes was analyzed in a group of students beginning an undergraduate biology course. Our data suggest that the history of microscopy is poorly treated at the secondary school level. We propose a didactic activity using a replica of Leeuwenhoek''s microscope made with Plexiglas and a lens obtained from a key chain laser pointer or from a broken CD drive. The proposed activity motivated students to learn about microscopy and helped them to appreciate scientific knowledge from a historical perspective. 相似文献
8.
The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003 相似文献
9.
Timothy P. Olsen Peter W. Hewson Lyman Lyons 《International Journal of Science Education》2013,35(7):775-790
The central question facing humankind is 'What kind of society are we to have?' We argue that in order to begin to answer this question, citizens need to recognize that one of the driving forces determining our society is that science is a human social activity like any other. This flies in the face of much of the rhetoric and ideology about science - the stories and myths of formal and informal education. We wish to encourage both a socially responsible science and a public mindful of its strengths and weaknesses. We explore two case studies to illustrate our concerns. These are the construction of knowledge about Acquired Immune Deficiency Syndrome (AIDS), and the social construction of safety standards for exposure to low-level ionizing radiation. These two health-related controversial scientific issues illustrate the problematic nature of much of science and the implications for the public at large. 相似文献
10.
Scientific literacy implies an adequate understanding of the nature of scientific knowledge. However, little is known about classroom factors that can influence students' conceptions of the nature of science. In the present study, classroom variables that were related to changes in students' conceptions of science were identified. Particular attention was directed toward students' overall conceptions of scientific knowledge and their views of its tentative nature. Twenty-five classroom variables were found to be significantly related to both overall and tentative conceptions, while 12 variables were found to be scale-specific. A comparison between teacher and student conceptions of science did not support the prevalent assumption that a teacher's conception of science is significantly related to changes in students' conceptions of science. “Successful” classes were defined as those exhibiting the greatest student conceptual changes toward the viewpoint held by the teacher, irrespective of the “adequacy” of the teacher's viewpoint. In general, these classes were typified by frequent inquiry-oriented questioning with little emphasis on rote memory. Implicit references to the nature of science were commonly observed. Furthermore, where greatest changes in student conceptions of science were observed, the teachers were pleasant, supportive, and frequently used anecdotes to promote instruction and establish rapport. Emphasis on the depth, breadth, and accuracy of content statistically differentiated between “successful” and “unsuccessful” classes with respect to students' overall conceptions. However, this emphasis on content presentation did not differentiate classes with respect to students' conceptions of the tentative nature of science. 相似文献
11.
This article describes views about the nature of science held by a small sample of science students in their final year at the university. In a longitudinal interview study, 11 students were asked questions about the nature of science during the time they were involved in project work. Statements about the nature of science were characterized and coded using a framework drawing on aspects of the epistemology and sociology of science. The framework in this study has three distinct areas: the relationship between data and knowledge claims, the nature of lines of scientific enquiry, and science as a social activity. The students in our sample tended to see knowledge claims as resting solely on empirical grounds, although some students mentioned social factors as also being important. Many of the students showed significant development in their understanding of how lines of scientific enquiry are influenced by theoretical developments within a discipline, over the 5–8 month period of their project work. Issues relating to scientists working as a community were underrepresented in the students' discussions about science. Individual students drew upon a range of views about the nature of science, depending on the scientific context being discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 201–219, 1999 相似文献
12.
Keith S. Taber 《International Journal of Science Education》2013,35(14):1915-1943
Two reasons are suggested for studying the degree of conceptual integration in student thinking. The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this ‘scientific value’ should be one objective when students learn about the nature of science. These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together. The present paper describes the use of an interview protocol designed to explore conceptual integration across two college‐level subjects (chemistry and physics). The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena. The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking. The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed. 相似文献
13.
Students' epistemological beliefs about scientific knowledge and practice are one important influence on their approach to learning. This article explores the effects that students' inquiry during a 4‐week technology‐supported unit on evolution and natural selection had on their beliefs about the nature of science. Before and after the study, 8 students were interviewed using the Nature of Science interview developed by Carey and colleagues. Overall, students held a view of science as a search for right answers about the world. Yet, the inconsistency of individuals' responses undermines the assumption that students have stable, coherent epistemological frameworks. Students' expressed ideas did not change over the course of the intervention, suggesting important differences between students' talk during inquiry and their abilities to talk epistemologically about science. Combined with previous work, our findings emphasize the crucial role of an explicit epistemic discourse in developing students' epistemological understanding. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 369–392, 2003 相似文献
14.
Kuhn (1970) considered textbooks to be good 'pedagogical vehicles' for the perpetuation of ‘normal science’. Collins (2000) has pointed out a fundamental contradiction with respect to what science could achieve (create new knowledge) and how we teach science (authoritarian). Despite the reform efforts, students still have naïve views about the nature of science. Textbook analyses show almost a complete lack of understanding of the role played by presuppositions, contradictions, controversies and speculations in scientific progress. A possible solution to the contradiction pointed out by Collins is provided by the comparison of teaching approaches based on Kuhnian and Lakatosian perspectives of history and philosophy of science. It appears that the Kuhnian approach leaves out what really happens, that is the 'how' and 'why' of scientific progress. On the other hand, the Lakatosian perspective would enable students to understand that scientific progress is subsumed by a process that involves conflicting frameworks (dispute in science, according to Collins, 2000), based on processes that require the elaboration of rival hypotheses and their evaluation in the light of new evidence. It is plausible to suggest that the teacher by 'unfolding' the different episodes (based on historical reconstructions) can emphasize and illustrate how science actually works (tentative, controversial, rivalries, alternative interpretations of the same data), and this will show to the students that they need to go beyond ‘normal science’ as presented in their textbooks. 相似文献
15.
The recently initiated debate on the relationship between science and health education is discussed. The notions of ‘everyday’, ‘scientific’ and ‘applied’ knowledge are explored through interview material gathered from a sample of 15‐year old pupils. The topic of the interviews was the common cold. The pupils’ levels of biological knowledge, their mode of applying it, and the frameworks of their thinking about infection and related issues were investigated. It is argued that no simple ‘translation’ of scientific to health knowledge is possible. Some of the complexities of the relationship are explored. In particular, the implications of non‐scientific ('lay’ or ‘traditional') knowledge are taken up and it is suggested that scientific knowledge may face considerable obstacles in displacing these. 相似文献
16.
17.
Billie Eilam 《科学教学研究杂志》2004,41(10):970-993
This study investigates how 25 junior high school students employed their bodies of knowledge and responded to problem cues while individually performing a science experiment and reasoning about a drops phenomenon. Line‐by‐line content analysis conducted on students' written ad hoc explanations aimed to reveal students' concepts and their relations within their explanations, and to construe students' mental models for the science phenomenon based on level of specification, models' correspondence with scientific claims, macro versus micro view of matter, and type of evidence used. We then inferred four types of knowledge representations for the nature of matter. Findings are discussed in terms of implications for science teaching. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 970–993, 2004 相似文献
18.
Keith S. Taber 《Cultural Studies of Science Education》2017,12(1):81-91
Lisa Borgerding’s work highlights how students can understand evolution without necessarily committing to it, and how learners may come to see it as one available way of thinking amongst others. This is presented as something that should be considered a successful outcome when teaching about material that many students may find incompatible with their personal worldviews. These findings derive from work exploring a cause célèbre of the science education community—the teaching of natural selection in cultural contexts where learners feel they have strong reasons for rejecting evolutionary ideas. Accepting that students may understand but not commit to scientific ideas that are (from some cultural perspectives) controversial may easily be considered as a form of compromise position when teaching canonical science prescribed in curriculum but resisted by learners. Yet if we take scholarship on the nature of science seriously, and wish to reflect the nature of scientific knowledge in science teaching, then the aim of science education should always be to facilitate understanding of, yet to avoid belief in, the ideas taught in science lessons. The philosophy of science suggests that scientific knowledge needs to be understood as theoretical in nature, as conjectural and provisional; and the history of science warns of the risks of strongly committing to any particular conceptualisation as a final account of some feature of nature. Research into student thinking and learning in science suggests that learning science is often a matter of coming to understand a new viable way of thinking about a topic to complement established ways of thinking. Science teaching should then seek to have students appreciate scientific ideas as viable ways of making sense of the currently available empirical evidence, but should not be about persuading students of the truth of any particular scientific account. 相似文献
19.
Rethinking the ethics of scientific knowledge: A case study of teaching the environment in science classrooms 总被引：1，自引：0，他引：1
In this paper we argue that scientific literacy ought to be rethought in that it involves ethics as its core element. Considering
the fact that science education has addressed ethical dilemmas of Science, Technology, Society and Environment (STSE) issues,
it is worthwhile to question what the ethics of scientific knowledge mean in terms of their implications in modern society
where knowledge generally is separated from action and thereby from the responsibility for knowing. We draw on the concept
of integrity of knowing to analyze knowledge about the environment in Korean sixth—grade science classrooms. Examining the
notion of immediate coping and ConfucianCheng, we differentiate ‘knowing about ethics’ and ‘knowing ethically’ with respect to STSE issues. We challenge the notion of
knowing, suggesting instead that there is not only knowing about but knowingin andfor action. Participatory scientific literacy ought to aim for the latter form of knowing. This understanding of ethics and scientific
literacy could help science educators bring forth the responsibility for knowledge in science classrooms by encouraging students
to become active and responsible concerning STSE issues. 相似文献
20.
Mercè Izquierdo-Aymerich 《Science & Education》2013,22(7):1633-1653
Since at least the eighteenth century scientific knowledge (then natural philosophy) was produced in groups of experts and specialists and was transmitted in schools, where, future experts and specialists were trained. The design of teaching has always been a complex process particularly in recent years when educational aims (for example, teaching scientific competence to everyone, not just to experts and specialists) present significant challenges. These challenges are much more than a simple reorganisation of the scientific knowledge pre-determined by the existing teaching tradition for different educational level. In the context of chemical education, the new teaching approaches should bring about not only the transmission of chemical knowledge but also a genuine chemical activity so as to ensure that students can acquire chemical thinking. Chemistry teaching should be revised according to contemporary demands of schooling. In order to move forward towards new teaching proposals, we must identify the genuine questions that generate ‘chemical criteria’ and we should focus on them for teaching. We think that a good strategy is to look for those criteria in the philosophy and history of chemistry, from the perspective of didactics of science. This paper will examine the following questions: (1) How can school science be designed as a world-modelling activity by drawing on the philosophy of science. (2) How can ‘stories’ about the emergence of chemical entities be identified by looking at the history of chemistry? (3) How can modelling strategies be structured in school chemistry activities? 相似文献