Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education |
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| Institution: | 1. Jane Addams College of Social Work, University of Illinois at Chicago, 1040 W. Harrison, Chicago, IL 60607, USA;2. School of Social Policy & Practice, University of Pennsylvania, 3701 Locust Walk, Philadelphia, PA 19104, USA;3. School of Social Work, University of Southern California, Montgomery Ross Fisher Building, 669 West 34th Street, Los Angeles, CA 90089, USA;4. Temple University School of Social Work, Ritter Hall Annex, 5th Floor, 1301 Cecil B. Moore Avenue, Philadelphia, PA 19122, USA |
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| Abstract: | The purpose of this study was to examine the effects of science education courses on a group of Taiwanese inservice and preservice teachers’ views toward the nature of science. There were two science education courses in the study; one was for 36 inservice teachers, while the other one was for 32 preservice teachers. Both of the courses included the philosophy of science, the instruction about student alternative conceptions and theories of conceptual change, and some classroom activities for science education. The data sources were based upon these teachers’ questionnaires, written responses to open-ended questions and interviews. The findings derived from this study revealed that both inservice and preservice teachers, to a certain extent, changed their views toward the nature of science when completing the courses. Many of them might reinterpret and reconstruct their views about science during the courses, and their views had progressed toward more constructivist-oriented. This study also suggested that the instruction about student alternative conceptions and conceptual change theories was more helpful than direct instruction about the philosophy of science in changing teachers’ views about science. |
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