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1.
This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

2.
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitive', learning outcome. The second ensuing assumption is that learners would necessarily develop understandings of NOS as a by-product of engaging in science-realated activities. However, despite the relative 'effectiveness' of the explicit approach, much is still required in terms of fostering among science teachers 'desired' understandings of NOS. The paper emphasizes that explicitness and reflectivness should be given prominence in any future attempts aimed at improving teachers' concepts of NOS.  相似文献   

3.
This case study focused on a preservice teachers' (Morgan) efforts to explicitly emphasize nature of science (NOS) elements in her first‐grade internship classroom. The study assessed the change in first grade students' views of the inferential, tentative, and creative NOS as a result of the explicit instruction. Morgan held appropriate views of NOS, had the intention and motivation to teach NOS, and had a supporting experience explicitly emphasizing NOS embedded in physics content to peer college students. Data sources included weekly classroom observations of explicit NOS science lessons taught by Morgan, interview of Morgan to determine that her views of NOS were informed and that she would have the NOS content knowledge to teach in line with recommended reforms, and interviews of the first‐grade students pre‐ and postinstruction to determine the influence of Morgan's instruction on their views of observation and inference, the tentative NOS, and the creative and imaginative NOS. Data were analyzed to determine (a) the approaches Morgan used to emphasize NOS in her instruction, and (b) students' views of NOS pre‐ and postinstruction to track change in their views. It was found that Morgan was able to explicitly emphasize NOS using three teacher‐designed methods, and that the influence on student views of the inferential, tentative, and creative NOS was positive. Implications for teacher development are provided. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 377–394, 2006  相似文献   

4.
This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well‐supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090–1113, 2009  相似文献   

5.
We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a picture book for young children, (b) the main character had ASD, (c) the book was not a skill-building book for children with ASD, and (d) the book received more positive than negative reviews from readers on Amazon. We evaluated books for visual and literary content and accurate portrayal of ASD characteristics. We then showed books to special education professionals, general-education teachers, and education professors for their input. Through this review process, nine books were identified as appropriate for read-alouds in early childhood classrooms. We also contacted authors of select books to gather information on their experience with ASD. Overall, we found that the characteristics of books we selected featuring characters with ASD were different from the characteristics of children's literature typically used for class read-alouds. We therefore present recommendations for teachers to use when selecting children's books featuring characters with ASD.  相似文献   

6.
Increasingly widespread agreement exists that the nature of science (NOS) must be an integral element of the K-12 science curriculum with emerging consensus on what specific NOS elements should be the focus of such instruction. In this study reported, eight recent trade books written by NOS experts addressing the nature of science for the general public were examined to locate the historical examples included. These historical vignettes were extracted and analyzed to determine the kinds of examples used and the focus of the science discipline from which the example comes. The analysis has revealed that these authors have collectively provided approximately 80 historical vignettes in fields ranging from astronomy to physics, with some cited repeatedly from one book to another. In addition, the entire set of examples was then linked to important NOS notions providing an instructional resource for use by teachers, textbook writers and curriculum developers.  相似文献   

7.
This study assessed the influence of a 3‐year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS‐B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit–reflective activities, embedded in a program that emphasized scientific inquiry and inquiry‐based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS‐D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS‐B and VNOS‐D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 653–680, 2007  相似文献   

8.
This research examines factors influencing elementary science teacher learning as they participate in professional development with and enactment of educative curricula in comparison with learning following limited professional development and enactment of traditional curricula. Using a randomized cluster design (125 teachers and 2,694 students in 4th—5th grades) that met the What Works Clearinghouse standards without reservations, teacher learning was conceptualized using four outcomes. Data were analyzed using standard single-level multiple regression models and possible mediation models for the teacher outcomes were considered using piecewise multiple regression and path analytic approaches. Treatment group teachers experienced greater increases in content knowledge, views of science inquiry, beliefs about reform-based teaching, and teaching self-efficacy than comparison group teachers. The findings indicate that what teachers learn from the combination of professional development and teaching with educative curriculum varies according to what their knowledge and beliefs are on entering the experience. Surprisingly, high entry-level self-efficacy was associated not only with lower learning gains for the teachers, but also for their students. Finally, teachers' space science learning and that of their students are implicated as mediators of the positive effect of the professional development and educative curriculum enactment on teacher beliefs about reform science teaching. This work refines and extends a theoretical framework of teachers' participatory relationship with curricula.  相似文献   

9.
New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials – materials explicitly designed to support teacher and student learning – have been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials to support student engagement in science practices. To address this gap, this study investigated how five upper elementary teachers supported students to engage in science practices during an enactment of two curriculum units. Three of the teachers had units enhanced with educative features, informed by current research and reforms, while two of the teachers had units without these features. The teachers varied in how they supported students in the science practices of justifying predictions, constructing evidence-based claims, recording observations, and planning investigations. For example, some of the teachers with the educative features supported students in constructing evidence-based claims and justifying predictions in ways called for by the educative features. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers’ use of the educative curriculum materials.  相似文献   

10.
This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations.  相似文献   

11.
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010  相似文献   

12.
Reform efforts have emphasized the need to support teachers' learning about reform‐oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student and teacher learning. However, little is known about the extent to which existing curriculum materials provide support for teachers and the ways they can be improved. In this study, eight sets of high school biology curriculum materials were reviewed to determine their potential for promoting teacher learning. Design heuristics for educative curriculum materials were adapted for use as evaluation criteria. From this analysis, several themes emerged. First, the materials tended to provide support for teachers' subject matter knowledge and pedagogical content knowledge for students' ideas (e.g., misconceptions) but rarely for their pedagogical content knowledge of scientific inquiry. Second, the materials contained several implementation guidance supports but far fewer rationales for instructional decisions, which are an important feature of educative curriculum materials. Finally, the quality of support varied widely, differing in its degree of relevance, pedagogical helpfulness, and depth. The article concludes with recommendations for the redesign of existing curriculum materials. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 977–998, 2009  相似文献   

13.
This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008  相似文献   

14.
There exists a general consensus in the science education literature around the goal of enhancing learners' views of nature of science (NOS). An extensive body of research in the field has highlighted the effectiveness of explicit NOS instructional approaches in improving learners' NOS views. Emerging research has suggested that engaging learners in argumentation may aid in the development of their NOS views, although this claim lacks empirical support. This study assessed the influence of a science content course incorporating explicit NOS and argumentation instruction on five preservice primary teachers' views of NOS using multiple sources of data including questionnaires and surveys, interviews, audio‐ and video‐taped class sessions, and written artifacts. Results indicated that the science content course was effective in enabling four of the five participants' views of NOS to be improved. A critical analysis of the effectiveness of the various course components led to the identification of three factors that mediated the development of participants' NOS views during the intervention: (a) contextual factors (context of argumentation, mode of argumentation), (b) task‐specific factors (argumentation scaffolds, epistemological probes, consideration of alternative data and explanations), and (c) personal factors (perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, durability and persistence of pre‐existing beliefs). The results of this study provide evidence to support the inclusion of explicit NOS and argumentation instruction as a context for learning about NOS, and promote consideration of this instructional approach in future studies which aim to enhance learners' views of NOS. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1137–1164, 2010  相似文献   

15.
This study examined and supported the efforts of Tina, an experienced elementary teacher, in helping her fourth graders internalize informed views of the inferential, tentative, and creative nature of science (NOS). Tina held informed views of, and was motivated to teach about, NOS. The study aimed to answer the following question: What specific supports were needed to enable Tina to make the target NOS elements explicit in her teaching? The lead researcher visited Tina's classroom every week and interacted with her on a continuous basis. Data sources included classroom observations and videotapes, teacher NOS questionnaires and associated interviews, teacher–researcher communications, and teacher and researcher logs. Although Tina's understandings and intentions were necessary to enable her to teach about NOS, they were not sufficient. Tina needed support to translate her NOS views and intentions into pedagogically appropriate instructional activities that would make the target NOS aspects accessible to her students. Socially mediated support was needed at the personal level in terms of helping Tina activate her tacit NOS understandings, and at the professional level in terms of modeling explicit NOS instruction in Tina's own classroom by the lead researcher. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 1025–1049, 2003  相似文献   

16.
This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings into practice. Nineteen teachers participated in an intensive, 6-week NOS course, which concluded with teachers developing plans to address NOS in their classrooms. Next, 6 participants were observed as they implemented their instructional plans. Data sources included pretest, posttest, and delayed-test NOS assessments, classroom observations, and several teacher-generated artifacts. The NOS course was effective in helping teachers develop informed NOS conceptions and retain those understandings 5 months after its conclusion. Teachers met with challenges and successes as they attempted to address NOS instructionally. The translation of NOS conceptions into practice was primarily mediated by the very nature of teachers' newly acquired NOS understandings, which were situated within the science contents, contexts, and experiences in which they were developed (i.e. the NOS course); thus, limiting participants' abilities to transfer their understandings into novel contexts and contents. The results helped build a model of the sources of science teachers' pedagogical content knowledge for teaching about NOS in content-rich contexts.  相似文献   

17.
Since science became part of the core curriculum in England and Wales for children aged five upwards, primary school teachers have moved from widespread diffidence to positions of some confidence and success in teaching it. In the process, their views of the nature of science and the purposes of teaching it can be expected to have developed. The importance of the teacher in relation to the quality of students' learning, and to the ideas about and orientations towards a subject that students develop, is well documented. There are good reasons to believe that teachers' views of the nature of science form part of a ‘hidden curriculum’ in their science teaching: thus, an understanding of them is necessary to an understanding of learners' experiences of science teaching. The research reported explored such views through both case study and survey methodologies. The case studies showed the depth and subtlety of some teachers' views of science. The survey data yielded six factors, explaining 82% of the variance in respondents' views of science, provisionally named scientism, naive empiricism, ‘new-age-ism’, constructivism, pragmatism and scepticism. The views of science expressed by teachers in interview, and those inferred from and made explicit in their practice, were in most cases consistent with their positions on these factors. These enable interesting insights into the representations of science communicated by primary teachers in their science teaching, which could inform curriculum development in relation to the nature of science, at both primary and secondary levels.  相似文献   

18.
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   

19.
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008  相似文献   

20.
This case study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. This case study focuses on one of the nine teachers observed teaching an activity-based unit on plant growth and photosynthesis. Although the teacher became aware that her students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors that contributed to this disappointing result. The teacher and the curriculum developers held different views about learning and the nature of science, and several problems surfaced about the content and organization of the teacher's guide.  相似文献   

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