Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science

Williams, Cody; Rudge, David Wÿss

doi:10.1007/s11191-016-9821-y

Cited by 32 publications

(18 citation statements)

References 40 publications

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“…After learning, most students developed Informed Views (IV) of NOS, and this transformation of perspective reflected that they gained a better understanding of NOS after studying the history of Islamic scientists. We know that the history of science with explicit reflective teaching can promote NOS under-standing, as many researchers have done and reported the effectiveness of using the history of western science with explicit reflective instruction (Garcı´a-Carmona & Dı´az, 2016;Williams & Rudge, 2016;Gathong & Chamrat, 2019). However, teaching NOS in a rich culture of Islamic students had to be adapted to meet the Islamic context.…”

Section: Resultsmentioning

confidence: 99%

“…By reviewing approximately five decades of research related to the teaching and learning Nature of Science (NOS), it is accepted that explicit reflective instruction is the best way to learn the nature of science (Lederman, 2007). Many researchers have reported the effectiveness of the explicit reflective approach (e.g., Garcı´a-Carmona & Dı´az, 2016;Williams & Rudge, 2016;Gathong & Chamrat, 2019). However, many influencing factors of such misconceptions were identified, e.g., science content presented in textbooks (Ayik & Costu, 2020), science teachers' understanding of NOS (Buaraphan, 2018;Lederman & Lederman, 2019) as well as social and cultural factors (Alghamdi & Malikan, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

Safkolam

Khumwong

Pruekpramool

et al. 2021

JPII

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Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the .05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

Safkolam

Khumwong

Pruekpramool

et al. 2021

JPII

View full text Add to dashboard Cite

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“…This pedagogical condition concerns the importance of organising and presenting meticulously planned questions, tasks and activities throughout the instruction that help students connect these to the target NOS ideas (Abd-El-Khalick, 2012;Clough, 2011). Such connection has often been enacted in the previous studies by using designed questions while students perform the science inquiry activities (Williams & Rudge, 2016;Yacoubian & BouJaoude, 2010), class discussions (Akerson & Donnelly, 2010;Aragón, José, Acevedo, 2019;Quingley, Ponsganon, & Akerson, 2011), or writing reflection papers (Abd-El-Khalick, 2005).…”

Section: Explicit-reflective Approach To 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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“…Com respeito ao uso da história da Ciência, pode-se ressaltar três justificativas para usá-la na abordagem de aspectos da NdC em contexto instrucional. A primeira delas está relacionada com o aprendizado de aspectos da NdC em si, destacandose sua importância para promover uma boa compreensão da NdC (e.g., Bhakthavatsalam, 2019;Rudge, Cassidy, Fulford, & Howe, 2014;Williams & Rudge, 2016). Seus defensores consideram que a História da Ciência fornece subsídios para compreender como a Ciência é produzida, como os cientistas trabalham, e quais as influências sofridas e exercidas por eles (e.g., Matthews, 1992).…”

Section: Introductionunclassified

A Inferência À Melhor Explicação Como Heurística Para Abordar Episódios Históricos No Ensino De Ciências Por Meio De Controvérsias Explicativas

Rodrigues

Pereira

2020

IENCI

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Este artigo propõe usar a Inferência à Melhor Explicação (IME) como forma de abordar aspectos da natureza da ciência, por meio de controvérsias explicativas históricas. A Inferência à Melhor Explicação é um tema de discussão na epistemologia que aborda a justificação e racionalidade do conhecimento. Seu foco é o estudo das condições que levaram uma explicação a ser considerada superior a suas concorrentes em um contexto específico. Neste trabalho, essa perspectiva é adaptada para analisar o conflito entre explicações científicas em momentos específicos da história da ciência. O foco é problematizar os fundamentos epistêmicos e culturais que sustentaram a defesa de explicações propostas ao longo do curso do episódio histórico sob discussão. Um dos objetivos é que essa discussão possa ser feita em contextos como a educação básica e a formação de professores, de modo a evitar as posições extremas da oposição entre concepções estruturalistas e relativistas sobre a ciência. Para isso, são apresentados alguns conceitos-chave da IME, seguida de uma proposta de como adaptá-los para o uso em contexto educacional. A título de ilustração, a perspectiva é empregada ao episódio histórico da explicação do efeito fotoelétrico, durante as primeiras décadas do século XX. No episódio em questão, são abordadas questões como: o papel da comunidade científica na avaliação do conhecimento científico, a indeterminação das teorias científicas pelas evidências disponíveis, e a influência de interesses pessoas na avaliação de teorias científicas.

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Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science

Cited by 32 publications

References 40 publications

Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

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

A Inferência À Melhor Explicação Como Heurística Para Abordar Episódios Históricos No Ensino De Ciências Por Meio De Controvérsias Explicativas

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