Original article | Turkish Journal of Teacher Education 2012, Vol. 1(2) 61-74
How to Teach the Nature of Science for Student Science Teachers?
Serkan Sevim
pp. 61 - 74 | Manu. Number: turkish journal of t
Published online: December 30, 2012 | Number of Views: 42 | Number of Download: 1024
Abstract
This study aims to investigate the influence of History of Science Cases on student science teachers’ (SSTs) nature of science concepts. This study was used as a qualitative research method. For this study, History of Science Cases were implemented for a group of 18 SSTs. Data gathered via-nature of science questionnaire and semi-structured interviews. In addition, SSTs wrote reflective notes after their each activity. It was concluded that SSTs had naive views about the aspects of the NOS at the beginning, however, they had informed views about it after the intervention especially in four aspects; Tentative and empirical relationships between scientific theories and laws, the role of social and cultural context in science, creative nature of scientific knowledge and difference between an observation and inference. It is suggested, supporting previous work in that developing informed conceptions of the NOS for SST is a cognitive instructional outcome that requires History of Science Cases.
Keywords: Nature of scince, history of science cases, student science teacher
| How to Cite this Article? |
|---|
|
APA 6th edition Harvard Chicago 16th edition |
| References |
|---|
|
Abd-El-Khalick, F. (2001). Embedding Nature of Science Instruction in Preservice Elementary Science Courses: Abandoning Scientism, But.... Journal of Science Teacher Education, 12(3), 215-233. Abd-El-Khalick, F., & Akerson, V.L. (2004). Learning as Conceptual Change: Factors Mediating the Development of Preservice Elementary Teachers’ Views of Nature of Science. Science Education, 88, 785 – 810. Abd-El-Khalick, F., & Lederman, N.G. (1998). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. Paper presented at the Annual meeting of the National Association for Research in Science Teaching, San Diego, CA. Abd-El-Khalick, F., & Lederman, N.G. (2000). Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature. International Journal of Science Education, 22(7), 665-701. Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436. Akerson, V.L., & Abd-El-Khalick, F.S. (2000). Improving Pre-Service Elementary Teachers’ Conceptions of the Nature of Science Using a Conceptual Change Teaching Approach, International Conference of the Association for the Education of Teachers in Science, Akron, Ohio. Akerson, V.L., & Hanuscin D. (2007). Teaching The Nature Of Science Through Inquiry: The Results Of A Three-Year Professional Development Program. Journal of Research in Science Teaching, 44(5), 653-680. Akerson, V.L., Abd-El-Khalick, F.S., & Lederman, N.G. (2000). Influence of a reflective activity based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317.Akerson, V.L., Morrison, J.A., & McDuffie, A.R. (2006). One Course Is Not Enough: Preservice Elementary Teachers’ Retention Of Improved Views Of Nature of Science. Journal of Research In Science Teaching, 43(2), 194-213. American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press. Bianchini, J.A., & Colburn, A. (2000). Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers. Australian Journal of Teacher Education, 37, 177–209. Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young People's Images of Science. Buckingham, UK: Open University Press. Fishwild, J.E. (2005). Modeling Instruction And The Nature Of Science. Unpublished Master Thesis,University of Wisconsin-Whitewater. Hogan, K. (2000). Exploring a Process View of Students’ Knowledge about the Nature o Science. Science Education, 84, 51–70. Irwin, A. R. (2000). Historical Case Studies: Teaching the Nature of Science in Context, Science Education, 84, 5-26. Khishfe, R. (2004). Relationship between students' understandings of nature of science and instructional context. Illinois Institute of Technology, Chicago Khishfe, R. (2008). The Development of Seventh Graders’ Views of Nature of Science. Journal of Research In Science Teaching, 45(4), 470–496. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of Explicit and Reflective Versus Implicit Inquiry-Oriented Instruction on Sixth Graders’ Views of Nature of Science. Journal of Research in Science Teaching, 39(7), 551-578. Klopfer, L., & Cooley, W. (1963). The History of Science Cases for High Schools in the Development of Student Understanding of Science And Scientists. Journal of Research in Science Teaching, 1, 33-47 Küçük, M. (2006). A Study Toward Teaching the Nature of Science For Seventh Grade Primary Students. Unpublished PhD Dissertation, University of Karadeniz Teknik. Lederman, N.G. (1992). Students’ and Teachers’ Conceptions of the Nature of Science: A Review of the Research. Journal of Research in Science Teaching, 29(4), 331-359. Lederman, N.G. (1999). Teachers’ Understanding of the Nature of Science And Classroom Practice: Factors That Facilitate or Impede The Relationship. Journal of Research in Science Teaching, 36(8), 916–929. Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies. Dordrecht, The Netherlands: Kluwer Lederman, N. G., Farber, P. L., Abd-El-Khalick, F., & Bell, R. L. (1998). The myth of the scientific method and slippery debates in the classroom: A response to McCreary. The Oregon Science Teacher, 39 (4): 24-27. Lederman, N.G., Abd-El-Khalick, F., Bell, R.L., & Schwartz, R.S. (2002). Views of Nature of Science Questionnaire (VNOS): Toward Valid And Meaningful Assessment of Learners’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 39, 497-521. Matkins, J.J., Bell, R.L., Irving, K., & McNall, R. (2002). Impacts of contextual and explicit instruction on preservice elementary teachers’ understandings of the nature of science. Proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science. Pensacola, FL: Association for the Education of Teachers in Science. McDonald, C.V. (2008). Exploring The Influence of a Science Content Course Incorporating Explicit Nature of Science and Argumentation Instruction on Preservice Primary Teachers’ Views of Nature of Science. Unpublished PhD Dissertation, University of Queensland. National Research Council. (1996). National science education standards. Washington, D.C.: National Academy Press. Reif, F., & Larkin, J.H. (1991). Cognition in Scientific And Everyday Domains: Comparison And Learning Implications. Journal of Research in Science Teaching, 28, 733-760. Sevim, S. (2007). Preparation and Application of Conceptual Change Texts on Solution and Chemical Bonding Concepts. Unpublished PhD Dissertation, Karadeniz Teknik University, Turkey. Sevim, S. (2012). The Influence of History of Science Cases on Student Science Teachers' Views of Nature of Science. Procedia - Social and Behavioral Sciences. (In press) Sevim, S., & Pekbay, C. (2012). A study toward teaching the nature of science to preservice teachers. Journal of Turkish Science Education, 9(3), 207-227. Solomon, J., Duveen, J., Scot, L., & Mccarthy, S. (1992). Teaching about the Nature of Science through History: Action Research in the Classroom. Journal of Research in Science Teaching, 29, 409-421. Strauss, A., & Corbin, J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. Ondon, Sage Publications. Welch, W.W., & Walberg, H.J. (1972). A National Experiment in Curriculum Evaluation. American Educational Research Journal, 9, 373-383. |
