An analysis of the understanding of the nature of science by prospective secondary science teachers

Carey, Russell L.; Stauss, Nyles G.

doi:10.1002/sce.3730520410

Cited by 63 publications

(24 citation statements)

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“…This approach intentionally draws learners' attention to relevant aspects of NOS through discussion, guided reflection, and specific questioning in the context of activities, investigations, and historical examples intended to improve learners' conceptions of NOS. Relative to the implicit and historical approaches, the explicit approach has been more effective in helping learners achieve adequate conceptions of NOS (e.g., Akindehin, 1988;Abd-El-Khalick, Bell, & Lederman, 1998;Billeh & Hasan, 1975;Carey & Stauss, 1968Jones, 1969;Ogunniyi, 1983;Olstad, 1969;Ryder, Leach, & Driver, 1999). The authors strongly believe that a functional understanding of NOS can best be facilitated through an explicit, reflective approach.…”

Section: Introductionmentioning

confidence: 92%

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Lederman

Schwartz

Abd‐El‐Khalick

et al. 2001

Canadian Journal of Science, Mathematics and Technology Educati

100

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This study is the third in a line of investigations that examines pre-service teachers' conceptions of nature of science (NOS) and the translation of those conceptions into classroom practice. The purpose of the present study was to delineate the effectiveness of an intervention designed to facilitate pre-service teachers' inclusion of NOS in their classroom teaching. Four factors were identified as most influential in participants' teaching efforts: (1) knowledge of NOS, (2) knowledge of subject matter, (3) pedagogical knowledge, and (4) intentions towards teaching NOS. Intentions were the most critical factor. Participants, regardless of NOS views or science background, did not teach in accordance with their NOS views if they had not internalized the importance of teaching NOS. Those with strong intentions to address NOS explicitly were more successful. Those participants with strong intentions, well-developed NOS views, and extensive knowledge of science content were most successful in their instruction. Implications for the development of pedagogical content knowledge for NOS are discussed. Sommaire exécutif :La présente étude a visé à cerner l'efficacité d'une intervention destinée à faciliter chez de futurs enseignants et enseignantes l'intégration de savoir relatif à la nature de la science (NS) dans leurs pratiques d'enseignement. Il s'agit de la troisième étude d'une série de travaux portant sur la compréhension et l'enseignement de la NS chez de futurs maîtres. La recherche montre que la transposition des savoirs dans la pratique est indirecte et influencée par divers facteurs contextuels et personnels. L'intervention qui sous-tend la présente étude s'est déroulée lors de la cinquième année d'un programme de maîtrise en enseignement Pour favoriser l'intégration de savoir relatif à la NS, quatre modifications ont été apportées au programme de cette année en vue de tenir compte des contraintes qui limitent l'enseignement de la NS et qui ont été décrites ailleurs, soit le manque de savoirs relatifs à la NS, le manque de directives pour son enseignement, le manque d'activités pédagogiques ainsi que le manque de soutien d'un enseignant mentor. La NS a servi de fil conducteur tout au long de cette cinquième année du programme, de sorte que plusieurs travaux des étudiants et étudiantes devaient faire place aux objectifs liés à la NS, a son enseignement et à son évaluation. De plus, deux cours ont été ajoutés au cursus en vue d'enrichir les conceptions des futurs enseignants et enseignantes à l'égard de la NS. Enfin, un fascicule d'activités et de suggestions ou directives pédagogiques portant sur la NS a été fourni aux étudiants et étudiantes avant le début de leur stage d'enseignement Une cinquième modification, qui n'a touché que le cursus des participants et participantes à la présente étude, a consisté en la constitution, par les chercheurs, d'un groupe visant à soutenir les participants et participantes dans leurs efforts pour intégrer des références explicites à la NS dans leurs pratiques d'enseignement ...

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Section: Introductionmentioning

confidence: 92%

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Lederman

Schwartz

Abd‐El‐Khalick

et al. 2001

Canadian Journal of Science, Mathematics and Technology Educati

100

View full text Add to dashboard Cite

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“…Researchers who adopted this approach (Akindehin, 1988;Billeh & Hasan, 1975;Carey & Stauss, 1968, 1970Jones, 1969;Lavach, 1969;Ogunniyi, 1983) used elements from history and philosophy of science and/or instruction geared toward the various aspects of NOS to improve science teachers' conceptions.…”

Section: Improving Science Teachers' Views Of Nosmentioning

confidence: 99%

Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

Akerson

Abd‐El‐Khalick

Lederman

2000

J. Res. Sci. Teach.

436

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This study assessed the influence of a reflective, explicit, activity-based approach to nature of science (NOS) instruction undertaken in the context of an elementary science methods course on preservice teachers' views of some aspects of NOS. These aspects included the empirical, tentative, subjective (theory-laden), imaginative and creative, and social and cultural NOS. Two additional aspects were the distinction between observation and inference, and the functions of and relationship between scientific theories and laws. Participants were 25 undergraduate and 25 graduate preservice elementary teachers enrolled in two sections of the investigated course. An open-ended NOS questionnaire coupled with individual interviews was used to assess participants' NOS views before and at the conclusion of the course. The majority of participants held naive views of the target NOS aspects at the beginning of the study. During the first week of class, participants were engaged in specially designed activities that were coupled with explicit NOS instruction. Throughout the remainder of the course, participants were provided with structured opportunities to reflect on their views of the target NOS aspects. Postinstruction assessments indicated that participants made substantial gains in their views of some of the target NOS aspects. Less substantial gains were evident in the case of the subjective, and social and cultural NOS. The results of the present study support the effectiveness of explicit, reflective NOS instruction. Such instruction, nonetheless, might be rendered more effective when integrated within a conceptual change approach. The goal of helping students develop adequate conceptions of nature of science (NOS) has been agreed upon by most scientists, science educators, and science education organizations during the past 85 years . At present, despite their varying pedagogical or curricular emphases, agreement among the major reform efforts in science education [American Association for the Advancement of Science (AAAS), 1990(AAAS), , 1993 National Research Council (NRC), 1996] centers on the importance of enhancing K -12 students' conceptions of NOS. However, the achievement of this long-espoused goal has been met with little success. Research has consistently shown that students' NOS views are not consis-JOURNAL

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“…and proper assessment and investigation of specific belief constructs" (p. 307). Science teachers' epistemological beliefs is a specific belief construct that has been the focus of many recent studies in science education (e.g., Benson, 1989;Billeh & Malik, 1977;Carey & Stauss, 1968;Gallagher, 1991; Hashweh, 1991; Hodson, 1985;King, 1991;Nadeau & Desautels, 1984; Prawat, 1992).Very few studies, however, have examined the effects of these beliefs in teaching, although such studies could provide important construct validation for the assessment of epistemological beliefs. Etchberger and Shaw (1992), for example, traced the change in a science teacher's beliefs about teaching and learning and how these beliefs influenced her teaching methods.…”

mentioning

confidence: 95%

Effects of science teachers' epistemological beliefs in teaching

Hashweh¹

1996

J. Res. Sci. Teach.

289

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In recent years there has been a renewed interest in investigating teachers' beliefs in general, and science teachers' epistemological beliefs in particular. However, very few studies have investigated the effects of these epistemological beliefs in teaching. The purpose of this study was to test the hypotheses that teachers holding constructivist beliefs (a) are more likely to detect student alternative conceptions; (b) have a richer repertoire of teaching strategies; (c) use potentially more effective teaching strategies for inducing student conceptual change; (d) report more frequent use of effective teaching strategies; and (e) highly valuate these teaching strategies compared with teachers holding empiricist beliefs. Through the use of a three-part questionnaire consisting of critical incidents, direct questions about teacher strategies of conceptual change, and ratings of the use and importance of specific teaching strategies, data were obtained from 35 science teachers with different science backgrounds and teaching at different educational levels. Analysis of the data supported all five hypotheses. The findings are discussed in terms of their implications for further research.The last few years have witnessed a realization that research on teacher thinking will not provide us with adequate understanding of teacher behaviors, and that the study of teacher beliefs might provide a more promising approach to better understand teacher behaviors (e.g., Clark, 1988;Fenstermacher, 1979Fenstermacher, , 1986 Nespor, 1987). In a review of research on teachers' believes, Pajares (1992) argued that although "teachers' beliefs can and should become an important focus of educational inquiry . . . this will require clear conceptualizations, . . . and proper assessment and investigation of specific belief constructs" (p. 307). Science teachers' epistemological beliefs is a specific belief construct that has been the focus of many recent studies in science education (e.g., Benson, 1989;Billeh & Malik, 1977;Carey & Stauss, 1968;Gallagher, 1991; Hashweh, 1991; Hodson, 1985;King, 1991;Nadeau & Desautels, 1984; Prawat, 1992).Very few studies, however, have examined the effects of these beliefs in teaching, although such studies could provide important construct validation for the assessment of epistemological beliefs. Etchberger and Shaw (1992), for example, traced the change in a science teacher's beliefs about teaching and learning and how these beliefs influenced her teaching methods. Martens (1992), while also studying a science teacher in change, documented how the teacher's beliefs inhibited the implementation of a problem-solving approach to teaching elementary science. Benson (1989), Gallagher and his students (Gallagher, 1991) and Hashweh (1985) among a small number of researchers who investigated the effects of teachers' epistemological beliefs in science teaching. Benson (1989) showed that, whereas situational factors/constraints influence the classroom curriculum, teachers' beliefs exert a great influence...

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An analysis of the understanding of the nature of science by prospective secondary science teachers

Cited by 63 publications

References 1 publication

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Influence of a Reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science

Effects of science teachers' epistemological beliefs in teaching

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