Advancing the perceptions of the nature of science (NOS): integrating teaching the NOS in a science content course

Aflalo, Ester

doi:10.1080/02635143.2014.944492

Cited by 11 publications

(13 citation statements)

References 20 publications

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“…Indeed, this is not exclusive to the Turkish teacher education programs. The vast majority of teachers in developed countries graduate from teacher education programs without enrolling even a single course dedicated completely to NOS concepts (Aflalo, 2014;Backhus & Thompson, 2006;Herman & Clough, 2014). Although the benchmarks related to NOS concepts are becoming an essential part of science education standards at all grade levels all over the world, method courses seem to be far from helping teacher candidates develop a comprehensive understanding of the specific aspects of NOS and gain the necessary pedagogical skills to engage their students with NOS concepts (Akerson, Morrison, & McDuffie, 2006).…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…No prescriptive framework is available to distinguish science from pseudoscience and non-science, known as the demarcation problem. Scholars' conceptions of science are possible to be classified either as closer to the conservative or the postmodern interpretations of science (Aflalo, 2014;Good & Shymansky, 2001). In spite of a lack of consensus in the academia about the precise definition of science and the demarcation criteria of science from other disciplines, the education community promotes the instruction of a list of NOS concepts thought to be suitable for the cognitive development of K-12 students (Bell & Clair, 2015;Lederman, Antink, & Bartos, 2014;Mesci & Schwartz, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Karaman¹

2017

EUROPEAN J ED RES

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Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science conceptions of preschool and elementary teacher candidates. The data collected from a total of 506 prospective teachers were analyzed with respect to the following demographic variables: majors, genders, grade levels, high schools and GPAs of teacher candidates. "Student Understanding of Science and Scientific Inquiry (SUSSI)" developed originally by Liang et al. (2008) was the instrument used to collect data in this study. The data analyses were conducted using MANOVA and Pearson Correlation Coefficient. The corresponding mean scores of the teacher candidates in specific aspects of NOS ranged from "poor" to "informed" conceptions of science. All but one of the demographic variables yielded statistically insignificant results on the NOS conceptions of teacher candidates. The majors of the teacher candidates were detected as a significant variable influencing the conceptions of the teacher candidates. The results of the study were discussed in reference with the relevant literature.

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Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Karaman¹

2017

EUROPEAN J ED RES

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“…Porlán, 1994;Cofré et al, 2017), (iii) estudos para verificar a adequação de propostas de melhorias dessas concepções em sala de aula (e.g. Nussbaum, 1989;Seroglou & Koumaras, 2001;Aflalo, 2014) e (iv) estudos que estabelecem uma relação entre a visão dos professores e a dos alunos (e.g. Pomeroy, 1993;Dogan & Abd-El-Khalick, 2008).…”

Section: Introductionunclassified

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Azevedo

Scarpa

2017

IENCI

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ResumoDada a importância que as concepções de Natureza da Ciência (NdC) têm recebido nas pesquisas da área de Ensino de Ciências, relatamos o processo de elaboração de um instrumento para investigar as concepções de NdC de estudantes de Biologia. Propomos orientações e princípios que podem contribuir em pesquisas que objetivam levantar concepções de NdC. O questionário Visões de Estudantes sobre a Natureza da Ciência por meio da Contextualização em Ecologia (VENCCE) é composto por cinco situações contextualizadas que têm a Ecologia como tema e modelo de estudo para a compreensão das concepções de NdC. Cada situação é acompanhada de afirmações a serem assinaladas conforme o grau de concordância do respondente. O VENCCE fornece um índice que indica o quão informada é a visão de ciência dos respondentes. A confiabilidade do VENCCE foi considerada adequada conforme o Alfa de Cronbach estimado após uma aplicação com 691 estudantes de graduação. Apresentamos aqui o VENCCE na íntegra e discutimos as implicações de utilizar questionários contextualizados. Procuramos ainda justificar nossas decisões epistemológicas e metodológicas a fim de fomentar a reflexão e auxiliar na tomada de decisão de outros trabalhos. Ao expor nossas decisões de pesquisa procuramos generalizá-las para que a metodologia empregada por nós possa ser expandida e replicada durante a elaboração de outros instrumentos de pesquisa em geral. Organizamos nosso percurso na forma de um diagrama de perguntas, que podem ser consideradas para a criação de novos questionários de forma explícita e crítica.Palavras-Chave: Alfa de Cronbach; concepções; elaboração de questionário; natureza da ciência; práticas metodológicas. AbstractDue to the importance that Nature of Science (NOS) has received in science teaching research, we reported on the procedures employed during the elaboration of a contextualized instrument that uses Ecology as a model for investigating NOS views among Biological Science undergraduates. We proposed orientation and principles that can contribute towards appropriate research procedures. The VENCCE (Students' Views of the Nature of Science by way of Contextualization in Ecology, originated from the acronym in Portuguese) consists of five contextualized situations that have Ecology as theme and study model for understanding the NOS conceptions. Each situation is accompanied by statements to be marked according to respondents' agreement degree. The VENCCE enables the calculation of an index that indicates how well informed are the respondents' NOS conceptions. The reliability of VENCCE was considered adequate according to Cronbach's alpha estimated after an application with 691 undergraduate students. We introducing the VENCCE in its entirety and discuss the implications of using contextualized questionnaires. Epistemological and methodological decisions were justified, as a way of inciting reflection and aiding in decision making. Some of the strategies used for evaluating instrument efficacy, and which were based on analysis of the results f...

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“…One's conception of science alters depending on the philosophical ground on which s/he stands. The conceptions of science held by people range on a scale from traditional to postmodern interpretations of science [4,24]. The heated discussions between the scholars who favor traditional and postmodern interpretations of science are pronounced by some as "science wars" [24,54].…”

Section: Introductionmentioning

confidence: 99%

“…The incompetency of teachers is one of the most noticeable barriers in front of giving an adequate education to students about NOS concepts. A considerable number of teachers working in elementary and secondary schools suffer from inadequate education that they received about NOS concepts [3,4,26,55,65]. This situation impedes the efforts spent on reforming science education.…”

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confidence: 99%

Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers

Karaman¹

2017

ujer

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In this survey research study, the views of practicing teachers in select aspects of NOS were investigated in connection with the effects of several variables (teaching discipline, gender, education level, teaching experience and regional work location). The instrument used to collect data was an adapted version of "Scientific Epistemological Views" questionnaire originally developed by Liu and Tsai [45]. The data collected from a total of 647 in-service teachers was analyzed conducting MANOVA statistical test. The results revealed that the variable, 'teaching discipline', had a statistically significant multivariate effect on the overall NOS conceptions of the participant teachers. Teachers' mean scores exhibited a statistically significant difference in three out of five sub-dimensions of the questionnaire. The variables, "gender" and "education level", yielded a statistically insignificant result, which indicated the ineffectual nature of those variables on participant teachers' views of NOS concepts. The variables, "teaching experience" and "regional work location", were found to be statistically significant in only one of the sub-dimensions of the questionnaire. At the end of the paper, these results were discussed in connection with the relevant education literature.

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Advancing the perceptions of the nature of science (NOS): integrating teaching the NOS in a science content course

Cited by 11 publications

References 20 publications

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Identifying Demographic Variables Influencing the Nature of Science (NOS) Conceptions of Teachers

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