Elementary teachers’ perceptions about the effective features of explicit-reflective nature of science instruction

Adibelli-Sahin, Elif; Deniz, Hasan

doi:10.1080/09500693.2017.1308035

Cited by 17 publications

(15 citation statements)

References 40 publications

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“…Specifically, a recent study identified two key features of the explicit approach of NOS instruction that can significantly improve students' views on NOS: the specific NOS content and the structural consistency in the presentation of NOS content (Adibelli-Sahin & Deniz, 2017). The results suggest that it is essential to provide concrete and explicit materials to represent NOS and employ them consistently throughout instruction (Brunner & Abd-El-Khalick, 2020;Lin et al, 2012).…”

Section: Approaches Of Teaching Nosmentioning

confidence: 98%

“…Previous studies on NOS representations in science textbooks mainly focus on the overall quality and quantity of NOS representations (Abd-El-Khalick et al, 2008Aydin & Tortumlu, 2015;Li et al, 2020;Niaz & Maza, 2011;Upahi et al, 2020;Wei et al, 2013), while the distribution of NOS across a textbook has not yet been thoroughly examined. It has been generally agreed that the representations of NOS should be distributed throughout instruction, providing a continuous exposure of NOS for students to gradually improve their understanding of the different NOS aspects (Adibelli-Sahin & Deniz, 2017;DiGiuseppe, 2014). However, depending on the specific aspects of the content, the representations of NOS may be distributed with different emphasis throughout textbooks.…”

Section: Research Questionsmentioning

confidence: 99%

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Comparison of nature of science representations in five Chinese high school physics textbooks

Zhuang

Xiao

Liu

et al. 2021

International Journal of Science Education

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Formal understanding of the nature of science (NOS) has been considered to be a major contributor to nurturing students' scientific literacy. In China, this view has been endorsed in the new standard for high school physics curriculum, which has guided the development of the new generation physics textbooks. Following the analytical framework established in the recent literature, this study evaluates the NOS representations in five textbooks approved by the Chinese Ministry of Education regarding the extent, the manner (explicit vs. implicit), the accuracy and completeness (from naïve to informed), and the overall consistency of different aspects of NOS. The results show that the representations of NOS in all five physics textbooks are far from satisfactory. The aspects of NOS are fully represented by only three textbooks. For all textbooks, the NOS representations are distributed unevenly throughout the contents, most of which are presented in a few pages of the preface and postscript chapters. Meanwhile, more than half of the aspects are represented implicitly, and the scientific method is poorly or inconsistently represented in three of the five textbooks. It is suggested that NOS needs to be represented explicitly and distributed evenly throughout a textbook in future revisions of the textbooks.

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Section: Approaches Of Teaching Nosmentioning

confidence: 98%

Section: Research Questionsmentioning

confidence: 99%

Comparison of nature of science representations in five Chinese high school physics textbooks

Zhuang

Xiao

Liu

et al. 2021

International Journal of Science Education

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“…Tasks are important not only in mathematics and science education in general, but also in the instruction of NOS particularly. Adibelli-Sahin and Deniz (2017) found that science teachers feel that NOS understanding can be fostered when reading is followed by organised activities, structured worksheets and discussions. Despite the decades-long emphasis on the explicit and reflective approach to NOS (Abd-El-Khalick, 2005), there have been few studies that attended to the tasks in and for NOS instruction.…”

Section: Instructional Tasks For Science and Nos Instructionmentioning

confidence: 99%

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Park

Yang

Song

2020

International Journal of Science Education

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Research on nature of science (NOS) have confirmed that students' understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students' NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject 'scientific inquiry and experimentation' in Korea. Our analysis of 84 tasks led to three categories being identified: guiding to NOS ideas, expanding NOS understanding and thinking critically about NOS. Whereas the majority of the textbook tasks were used as guides to declarative NOS ideas, few tasks invited students to think critically about controversial aspects of NOS. Most tasks were pointed at the epistemic aspects related to scientific methods or knowledge, while the social aspects of science were seldom addressed. Besides, the number and diversity of NOS tasks varied significantly across different publishers. Based on these findings, we call for more strategic and systemic use of NOS tasks in science textbooks, including the use of diverse tasks in proper manners and sequences, as a crucial step to successful NOS instruction in schools.

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“…Oleh karena, memahami NOS merupakan salah satu aspek menuju literasi ilmiah. Beberapa penelitian (Adibelli-Sahin & Deniz, 2017;Khishfe, 2017) menyebutkan bahwa pemahaman siswa terhadap NOS merupakan bagian penting untuk membantu siswa tersebut mencapai literasi sains dan hal ini sudah termaktub dalam dokumen kebijakan pendidikan sains.…”

Section: Pendahuluanunclassified

Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

Widodo

Jumanto

Adi

et al. 2019

jipi

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AbstrakTujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman siswa dan guru SD tentang hakikat sains (NOS). Jenis penelitian ini adalah penelitian deskriptif dengan metode survei. Purposive sampling digunakan sebagai teknik pengambilan sampel. Sampel dalam penelitian ini adalah siswa dan guru SD dari Kabupaten Kuningan dan Kabupaten Purwakarta di Jawa Barat, serta dari Kabupaten Kendal dan Kota Surakarta di Jawa Tengah. Kuesioner yang berisi 30 item pernyataan yang dikembangkan oleh peneliti dalam konsultasi dengan dosen, guru, dan kepala sekolah yang didasarkan pada literatur yang relevan digunakan sebagai instrumen dalam penelitian ini. Hasil penelitian menunjukkan bahwa siswa memahami tingkat NOS pada kriteria Cukup dengan skor 65 sedangkan guru pada kriteria Baik dengan skor 72. Temuan dari penelitian ini menunjukkan bahwa rentang skor pemahaman NOS guru tidak selalu memiliki efek positif pada pemahaman NOS siswa. Akhirnya, penelitian ini merekomendasikan bahwa guru harus memahami NOS dan pembelajaran reflektif eksplisit, dan bagaimana mengajarkan NOS dengan pembelajaran reflektif eksplisit. Understanding of the nature of science (NOS) by elementary school students and teachers AbstractThe purpose of this study was to identify the understanding level of elementary students and teachers of the nature of science (NOS). This type of research was a descriptive study with a survey method. Purposive sampling was used as a sampling technique. Sample in this study were students and teachers from Kuningan Regency and Purwakarta Regency in West Java, and from Kendal Regency and Surakarta City in Central Java. A questionnaire containing 30 items of statements developed by researchers in consultation with lecturers, teachers, and principals which based on the relevant literature was used as an instrument in this research. The results showed that the students understanding levels of NOS at the Immediate criteria with a score of 65 while the teacher on the Good criteria with a score of 72. Findings from this study indicate that the range of teachers NOS understanding scores did not always have a positive effect on students NOS understanding. Finally, this study recommends that teachers have to understand with NOS and explicit-reflective learning, and how to teach NOS with explicit-reflective learning.

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Elementary teachers’ perceptions about the effective features of explicit-reflective nature of science instruction

Cited by 17 publications

References 40 publications

Comparison of nature of science representations in five Chinese high school physics textbooks

Comparison of nature of science representations in five Chinese high school physics textbooks

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Pemahaman hakikat sains (NOS) oleh siswa dan guru sekolah dasar

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