Abstract:Research has now demonstrated that students can learn nature of science concepts variously through student‐led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to shift to the needs of practicing teachers and the detailed strategies and modes of assessment that make each method effective and manageable in a classroom and institutio… Show more
“…These instruments may inhibit capturing students' expression of important contextualized NOS features as they relate to other important SSI considerations (e.g., sociocultural concerns). A number of authors have raised this precise concern (Allchin, ; Allchin et al, ; Clough, ; Hodson, ; Karisan & Zeidler, ; Matthews, ). Hodson (, p. 29) sums the point up well: Decontextualized questions…can seem infuriatingly vague to the student and be met with seeming incomprehension…Conversely, context embedded questions have domain specific knowledge requirements that may sometimes preclude students from formulating a response that properly reflects their NOS views…Put simply, questions set in one context may trigger different responses from essentially the same questions set in a different context.…”
Section: Purposementioning
confidence: 99%
“…Wong, Hodson, Kwan, and Yung () used the 2003 severe acute respiratory syndrome (SARS) outbreak in Hong Kong to highlight for student teachers several NOS aspects (e.g., tentativeness, theory‐ladenness, and intersection with sociocultural and political factors). Notably, the impact of the SARS instruction appeared to be due to its relevance to the student teachers' lives and inclusion of video interviews of SARS scientists (Allchin, Andersen, & Nielsen, ; Wong et al, ). Focusing on how NOS associates with socioscientific argumentation, Khishfe () compared two groups of ninth grade students, one that received instruction on formulating arguments related to genetic engineering and another that received similar instruction but also learned how to apply NOS to their arguments.…”
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts.
“…These instruments may inhibit capturing students' expression of important contextualized NOS features as they relate to other important SSI considerations (e.g., sociocultural concerns). A number of authors have raised this precise concern (Allchin, ; Allchin et al, ; Clough, ; Hodson, ; Karisan & Zeidler, ; Matthews, ). Hodson (, p. 29) sums the point up well: Decontextualized questions…can seem infuriatingly vague to the student and be met with seeming incomprehension…Conversely, context embedded questions have domain specific knowledge requirements that may sometimes preclude students from formulating a response that properly reflects their NOS views…Put simply, questions set in one context may trigger different responses from essentially the same questions set in a different context.…”
Section: Purposementioning
confidence: 99%
“…Wong, Hodson, Kwan, and Yung () used the 2003 severe acute respiratory syndrome (SARS) outbreak in Hong Kong to highlight for student teachers several NOS aspects (e.g., tentativeness, theory‐ladenness, and intersection with sociocultural and political factors). Notably, the impact of the SARS instruction appeared to be due to its relevance to the student teachers' lives and inclusion of video interviews of SARS scientists (Allchin, Andersen, & Nielsen, ; Wong et al, ). Focusing on how NOS associates with socioscientific argumentation, Khishfe () compared two groups of ninth grade students, one that received instruction on formulating arguments related to genetic engineering and another that received similar instruction but also learned how to apply NOS to their arguments.…”
Preparing students to achieve the lofty goal of functional scientific literacy entails addressing the normative and non‐normative facets of socioscientific issues (SSI) such as scientific processes, the nature of science (NOS) and diverse sociocultural perspectives. SSI instructional approaches have demonstrated some efficacy for promoting students' NOS views, compassion for others, and decision making. However, extant investigations appear to neglect fully engaging students through authentic SSI in several ways. These include: (i) providing SSI instruction through classroom approaches that are divorced from students' lived experiences; (ii) demonstrating a contextual misalignment between SSI and NOS (particularly evident in NOS assessments); and (iii) framing decision making and position taking analogously—with the latter being an unreliable indicator of how people truly act. The significance of the convergent parallel mixed‐methods investigation reported here is how it responds to these shortcomings through exploring how place‐based SSI instruction focused on the contentious environmental issue of wolf reintroduction in the Greater Yellowstone Area impacted sixty secondary students' NOS views, compassion toward those impacted by contentious environmental issues, and pro‐environmental intent. Moreover, this investigation explores how those perspectives associate with the students' pro‐environmental action of donating to a Yellowstone environmental organization. Results demonstrate that the students' NOS views became significantly more accurate and contextualized, with moderate to large effect, through the place‐based SSI instruction. Through that instruction, the students also exhibited significant gains in their compassion for nature and people impacted by contentious environmental issues and pro‐environmental intent. Further analyses showed that donating students developed and demonstrated significantly more robust and contextualized NOS views, compassion for people and nature impacted by contentious environmental issues, and pro‐environmental intent than their nondonating counterparts. Pedagogical implications include how place‐based learning in authentic settings could better prepare students to understand NOS, become socioculturally aware, and engage SSI across a variety of contexts.
“…ex., Allchin, 2011). Ambientes de ensino e aprendizagem que integrem abordagens didáticas históricas, investigativas e com estudos de casos contemporâneos (Allchin et al, 2014) podem fornecer oportunidades para que os estudantes construam, utilizem e reflitam sobre aspectos de NdC, desenvolvendo, potencialmente, uma visão mais informada sobre os processos relacionados à produção do conhecimento científico. Nessa perspectiva, com a qual concordamos, listas de aspectos de NdC não contribuem para que as dimensões do aprender ciências, aprender a fazer ciência, aprender sobre ciências e aprender a lidar com temas sociocientíficos sejam integralmente endereçadas em sala de aula.…”
Section: Quais As Características Dos Trabalhos Sobre Concepções De Ndc?unclassified
A natureza da ciência (NdC) tem sido apontada como um componente importante do ensino de ciências, pois o conhecimento sobre a ciência pode contribuir para a tomada de decisões do cidadão contemporâneo. Há poucos trabalhos de revisão com caráter quantitativo no campo da educação em ciências. Dada a importância do tema e considerando a necessidade de organizar e compreender o conhecimento produzido pelas pesquisas sobre concepções de NdC, realizamos uma revisão sistemática, segundo os princípios do PRISMA, a fim de quantificar e iniciar uma reflexão sobre (i) as tendências de publicação de trabalhos sobre concepções de NdC, (ii) as principais características desses trabalhos, (iii) os aspectos de NdC frequentemente elencados como importantes para o ensino e (iv) as principais estratégias usadas para acessar as concepções de NdC. Analisamos 396 artigos publicados até fevereiro de 2015, nos periódicos de Ensino e Educação da lista WebQualis 2013. Nossa revisão sistemática representou um esforço inicial para expor um panorama geral da área e permitiu identificar tendências e lacunas de pesquisa. Esforços de investigação são necessários para o levantamento de concepções de NdC no contexto brasileiro e associados ao ensino de disciplinas específicas. Encontramos 25 aspectos de NdC relatados como importantes para o ensino, abordamos parte do debate acerca dos consensos e das listas de aspectos de NdC e trouxemos características gerais dos principais questionários usados para o levantamento de concepções de NdC.Palavras-chave: concepções de ciência; instrumentos de pesquisa; listas de aspectos de NdC; revisão sistemática; tendências de pesquisa, visão consensual.The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of
“…Teaching and learning environments that integrate historical didactic, investigative, and contemporary case study approaches (Allchin et al, 2014) can provide opportunities for students to build, use, and reflect on aspects of NOS, potentially developing a more informed view of the processes related to the production of scientific knowledge. From this perspective -and it is also the view that we take -lists of NOS aspects do not help the dimensions of learning science, doing science, learning about science and learning to deal with socio-scientific issues to be fully addressed in the classroom.…”
The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv) the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOS conceptions.
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