Changing practice by changing practice: Toward more authentic science and science curriculum development

Bencze, Larry; Hodson, Derek

doi:10.1002/(sici)1098-2736(199905)36:5<521::aid-tea2>3.0.co;2-6

Cited by 134 publications

(92 citation statements)

References 28 publications

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“…Finally, the educational administration and the parents themselves can also stimulate change in the teacher, or indeed hinder it if those changes do not respond to their conception of what is good teaching or if the initial rates of learning do not come up to their expectations (Bencze and Hodson 1999;Anderson and Helms 2001).…”

Section: Models Of Conceptual Changementioning

confidence: 75%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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Abstract. One of the most important topics on the international agenda in educational research is to gain an understanding of the processes of educational change in teachers and of the factors that favour or hinder it. Such understanding is, for instance, an essential element in planning and putting into practice initial and ongoing teacher education programs. This article reviews the research on science teachers' educational change. To organize the information, an analogy is made with the process of scientific change, analyzing and evaluating the contributions of the different models taken from the philosophy of science --positivism, Popper's principle of falsifiability, Lakatos' scientific research programs, Laudan's research traditions, Toulmin's evolutionism, and Kuhn's relativism. We conclude the article with the implications for science teacher education.

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Section: Models Of Conceptual Changementioning

confidence: 75%

Contributions from the Philosophy of Science to the Education of Science Teachers

et al. 2006

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“…Reference to a universal scientific method is common in discourse at all levels of science education. One needs only to open popular science texts, to examine students' laboratory notebooks, or to listen to science fair presentations at your local middle school to recognize that TSM remains a durable icon that actively shapes how teachers and learners think about scientific practice (see Abell & Smith, 1994;Bencze & Bowen, 2001;Bencze & Hodson, 1999;Brickhouse, 1990;Lederman, 1992;Palmquist & Finley, 1997;Simmons et al, 1999;Solomon, Duveen, & Scott, 1994). Most teachers and many of their students can recite from memory the steps of this process.…”

Section: Introductionmentioning

confidence: 99%

Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations

2008

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ABSTRACT:One hundred years after its conception, the scientific method continues to reinforce a kind of cultural lore about what it means to participate in inquiry. As commonly implemented in venues ranging from middle school classrooms to undergraduate laboratories, it emphasizes the testing of predictions rather than ideas, focuses learners on material activity at the expense of deep subject matter understanding, and lacks epistemic framing relevant to the discipline. While critiques of the scientific method are not new, its cumulative effects on learners' conceptions of science have not been clearly articulated. We discuss these effects using findings from a series of five studies with degree-holding graduates of our educational system who were preparing to enter the teaching profession and apprentice their own young learners into unproblematic images of how science is done. We then offer an alternative vision for investigative science-model-based inquiry (MBI)-as a system of activity and discourse that engages learners more deeply with content and embodies five epistemic characteristics of scientific knowledge: that ideas represented in the form of models are testable, revisable, explanatory, conjectural, and generative. We represent MBI as an interconnected set of classroom conversations and provide examples of its implementation and its limitations.

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“…The most important characteristic in this kind of education is that appealing contexts for students are used as a starting point for learning. Contextbased education adopts the view that science content follows 'naturally' from an authentic context, is therefore developing and flexible (Bencze & Hodson, 1999;Gilbert, 2006), and definitely not just a set of rules and principles to be memorized. Specific forms of context-based chemistry education were developed in different countries such as the USA (Schwartz, 2006;Schwartz et al, 1997), UK (Bennett & Lubben, 2006;Campbell et al, 1994) and Germany (Parchmann et al, 2006;Ralle, 2001).…”

Section: Introductionmentioning

confidence: 99%

A Model for In-service Teacher Learning in the Context of an Innovation

Coenders

Terlouw

2015

Journal of Science Teacher Education

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When curricula change, teachers have to bring their knowledge and beliefs up to date. Two aspects can be distinguished: what do teachers learn and how is it learned. Two groups of teachers were involved during the preparation of a new chemistry curriculum. One group developed student learning material and subsequently enacted this in class. Another group only class-enacted this. Based on teacher learning, a model to understand teacher growth is presented. As the combination of a development phase with a class enactment phase proved instrumental, an existing model, the interconnected model of teacher professional growth, was extended. The consequence is that for teacher learning for a renewal a (re)development phase followed by a class enactment phase is essential.

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Changing practice by changing practice: Toward more authentic science and science curriculum development

Cited by 134 publications

References 28 publications

Contributions from the Philosophy of Science to the Education of Science Teachers

Contributions from the Philosophy of Science to the Education of Science Teachers

Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations

A Model for In-service Teacher Learning in the Context of an Innovation

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