Contradictory Views of the Nature of Science Held by a Brazilian Secondary School Physics Teacher: Educational Value of Interviews

Zimmermann, Erika; Gilbert, John K.

doi:10.1076/edre.4.3.213.6955

Cited by 5 publications

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“…29 The research proceeded through several phases; an outline of the main phases of the investigation is presented in Advance Organiser (Scheme 1).…”

Section: Data Collectionmentioning

confidence: 99%

Effectiveness of Student Learning during Experimental Work in Primary School

Logar¹,

Peklaj

Savec

2017

ACSi

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The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

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“…29 The research proceeded through several phases; an outline of the main phases of the investigation is presented in Advance Organiser (Scheme 1).…”

Section: Data Collectionmentioning

confidence: 99%

Effectiveness of Student Learning during Experimental Work in Primary School

Logar¹,

Peklaj

Savec

2017

ACSi

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“…Such a cultural background has been shown to influence teachers' models of pedagogy in contrasting ways. For instance, whilst Sergio demonstrates a strong wish to dismiss the paranormal and pseudoscience, Newton is very enthusiastic about them (Zimmermann and Gilbert, 1998). To deny any sort of pseudoscientific knowledge, Sergio considers science as rational knowledge that can be trusted, as opposed to irrational mysticism that must be dismissed (Zimmermann and Gilbert, 1998).…”

Section: Pseudoscience and The Paranormalmentioning

confidence: 98%

“…These are: (a) the examinations to enter the university in Brazil, called the 'vestibular' (Zimmermann, 1997a); (b) the belief amongst the general population in pseudoscience and the paranormal (Zimmermann and Gilbert, 1998); and (c) teachers' underpayment (Zimmermann 1997b). …”

Section: The Ecological Niche Effectsmentioning

confidence: 99%

Developing Models in Science Education

2000

148

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References 363Index 381 PrefaceThis book arises from the collaborative work of a group of international researchers who are members of the Centre for Models in Science and Technology: Research in Education (CMISTRE). Based at The University of Reading in the UK, the Centre has a widely scattered membership, i.e. currently also in Australia, Brazil, Israel, New Zealand, Netherlands.Information about its present work can be accessed via The University of Reading's web pages on http://www.rdg.ac.uk/~ems97pc/MISTRE.Formed in 1995, the first years of the group were spent in formulating a common language with which to talk about models and modelling and in negotiating the boundaries of the areas to be investigated. In this period of time the main themes which are addressed in this book started to be formulated, based on the interests and experiences of the collaborating members. All this was fuelled by academic visits by members to each others, by regular seminars where new papers and ideas were discussed, in conference symposia, both national and international, where these ideas were subjected to a wider audience and, more lately, by publications in journals. In most senses the Centre is typical of a research group in any field: a commitment by a group of academics to enquiry in a theme held in common. It might differ from many in two ways. First, it draws on the insights of a number of established disciplines: philosophy of science, historical studies of the development of science, the sociology and language of science, the psychology of the teaching and learning of science. Second, it has entailed a greater commitment to collaborative ways of working and to a reflection on the contextual nature of the understandings that are forged. Within the Centre, smaller sets of members often collaborate in particular areas of interest and expertise. This has given rise to the three main areas of interest that are reflected in the Sections of this book.Although the common language is presented in detail in Chapter I, it may be helpful to readers if the components of the framework and the agenda are summarised here. A model has been taken to be 'a representation of an idea, object, event, process, or system'. Mental modelling is defined as an activity undertaken by individuals, whether alone or within a group. The results of that activity can be expressed in the public domain through action, speech, writing or other symbolic form. Those expressed models-, as we term them, which gain social acceptance following testing by the community of professional scientists playa central role in the conduct of both research and development, becoming consensus models. Whilst those consensus models which are currently in use at the frontiers of science may be termed scientific vii Vlll Developing Models in Science Educationr models, those produced in specific historical contexts may be called historical models. Curricular models are those versions of consensus models which are included in science curricula. Teaching models are those developed ...

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“…Turning to understanding, whilst it is often cited as a particularly valuable epistemic state (de Regt, 2009;Grimm, 2012;Smith & Siegel, 2004), perhaps because of ongoing debates about the nature of the concept itself (de Regt et al, 2009;Grimm et al, 2017), there is a lack of consensus about how understanding in general, and therefore NOS understanding in particular, might be assessed. If a model of understanding as an appropriately connected conceptual structure (Elgin, 2007;Kvanvig, 2003) is adopted, NOS understanding assessment approaches might examine the inter-relationship of knowledge elements elicited from multiple choice probes (Mulvey et al, 2021;Peters-Burton et al, 2019), open-ended responses (Koksal & Cakiroglu, 2010), comments in interviews (Zimmermann & Gilbert, 2010) or essays (Allchin, 2011). Given the graded nature of understanding, when reporting NOS understanding, students' achievements might be described on a continuum, for example, shallow, partial or deep understanding.…”

Section: Implications For Teaching and Assessment Of The Nosmentioning

confidence: 99%

Distinguishing Nature of Science Beliefs, Knowledge and Understandings

Brock

Park

2022

Sci & Educ

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Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly defined, and different goals cohere with different pedagogical and research strategies. We propose a novel three-part taxonomy of NOS learning goals (as NOS beliefs, knowledge and understandings) and contend that different approaches are appropriate for teaching and assessing NOS beliefs, views and knowledge. An NOS belief refers to a positive attitudinal stance towards some proposition that lacks justificatory support or cannot easily be judged true or false. NOS knowledge indicates justified true beliefs related to the NOS. NOS understanding denotes a grasping of how a collection of NOS knowledge is related. The goals vary by the extent to which they can be judged true or false and the degree of justification they require. For NOS beliefs, a range of stances is acceptable; NOS knowledge must be a true and justified belief; in the case of NOS understanding, teaching and assessment should focus on the appreciation of relationships between justified true beliefs. The novel taxonomy brings needed clarity to a confused aspect of NOS research and may lead to the development of NOS pedagogies and assessment tools more precisely targeted to well-defined learning goals.

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Contradictory Views of the Nature of Science Held by a Brazilian Secondary School Physics Teacher: Educational Value of Interviews

Cited by 5 publications

References 0 publications

Effectiveness of Student Learning during Experimental Work in Primary School

Effectiveness of Student Learning during Experimental Work in Primary School

Developing Models in Science Education

Distinguishing Nature of Science Beliefs, Knowledge and Understandings

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