Factors affecting teachers' gain in understanding the nature of science

Billeh, Victor Y.; Hasan, Omar E.

doi:10.1002/tea.3660120303

Cited by 62 publications

(29 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This approach intentionally draws learners' attention to relevant aspects of NOS through discussion, guided reflection, and specific questioning in the context of activities, investigations, and historical examples intended to improve learners' conceptions of NOS. Relative to the implicit and historical approaches, the explicit approach has been more effective in helping learners achieve adequate conceptions of NOS (e.g., Akindehin, 1988;Abd-El-Khalick, Bell, & Lederman, 1998;Billeh & Hasan, 1975;Carey & Stauss, 1968Jones, 1969;Ogunniyi, 1983;Olstad, 1969;Ryder, Leach, & Driver, 1999). The authors strongly believe that a functional understanding of NOS can best be facilitated through an explicit, reflective approach.…”

Section: Introductionmentioning

confidence: 92%

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Lederman

Schwartz

Abd‐El‐Khalick

et al. 2001

Canadian Journal of Science, Mathematics and Technology Educati

100

View full text Add to dashboard Cite

This study is the third in a line of investigations that examines pre-service teachers' conceptions of nature of science (NOS) and the translation of those conceptions into classroom practice. The purpose of the present study was to delineate the effectiveness of an intervention designed to facilitate pre-service teachers' inclusion of NOS in their classroom teaching. Four factors were identified as most influential in participants' teaching efforts: (1) knowledge of NOS, (2) knowledge of subject matter, (3) pedagogical knowledge, and (4) intentions towards teaching NOS. Intentions were the most critical factor. Participants, regardless of NOS views or science background, did not teach in accordance with their NOS views if they had not internalized the importance of teaching NOS. Those with strong intentions to address NOS explicitly were more successful. Those participants with strong intentions, well-developed NOS views, and extensive knowledge of science content were most successful in their instruction. Implications for the development of pedagogical content knowledge for NOS are discussed. Sommaire exécutif :La présente étude a visé à cerner l'efficacité d'une intervention destinée à faciliter chez de futurs enseignants et enseignantes l'intégration de savoir relatif à la nature de la science (NS) dans leurs pratiques d'enseignement. Il s'agit de la troisième étude d'une série de travaux portant sur la compréhension et l'enseignement de la NS chez de futurs maîtres. La recherche montre que la transposition des savoirs dans la pratique est indirecte et influencée par divers facteurs contextuels et personnels. L'intervention qui sous-tend la présente étude s'est déroulée lors de la cinquième année d'un programme de maîtrise en enseignement Pour favoriser l'intégration de savoir relatif à la NS, quatre modifications ont été apportées au programme de cette année en vue de tenir compte des contraintes qui limitent l'enseignement de la NS et qui ont été décrites ailleurs, soit le manque de savoirs relatifs à la NS, le manque de directives pour son enseignement, le manque d'activités pédagogiques ainsi que le manque de soutien d'un enseignant mentor. La NS a servi de fil conducteur tout au long de cette cinquième année du programme, de sorte que plusieurs travaux des étudiants et étudiantes devaient faire place aux objectifs liés à la NS, a son enseignement et à son évaluation. De plus, deux cours ont été ajoutés au cursus en vue d'enrichir les conceptions des futurs enseignants et enseignantes à l'égard de la NS. Enfin, un fascicule d'activités et de suggestions ou directives pédagogiques portant sur la NS a été fourni aux étudiants et étudiantes avant le début de leur stage d'enseignement Une cinquième modification, qui n'a touché que le cursus des participants et participantes à la présente étude, a consisté en la constitution, par les chercheurs, d'un groupe visant à soutenir les participants et participantes dans leurs efforts pour intégrer des références explicites à la NS dans leurs pratiques d'enseignement ...

show abstract

Section: Introductionmentioning

confidence: 92%

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Lederman

Schwartz

Abd‐El‐Khalick

et al. 2001

Canadian Journal of Science, Mathematics and Technology Educati

100

View full text Add to dashboard Cite

show abstract

“…More than 30 years ago, a review by Mayer and Richmond ( 1982 ) listed 32 NOS-oriented assessment instruments, among the best known of which are the Test on Understanding Science (TOUS) (Cooley and Klopfer 1961 ), the Nature of Science Scale (NOSS) (Kimball 1967 ), the Nature of Science Test (NOST) (Billeh and Hasan 1975 ) and the Nature of Scientifi c Knowledge Scale (NSKS) (Rubba 1976 ;Rubba and Anderson 1978 ), together with a modifi ed version (M-NSKS) developed by Meichtry ( 1992 ). Instruments dealing with the processes of science, such as the Science Process Inventory (SPI) (Welch 1969a ), the Wisconsin Inventory of Science Processes (WISP) (Welch 1969b ) and the Test of Integrated Process Skills (TIPS) (Burns et al 1985 ;Dillashaw and Okey 1980 ) could also be regarded as providing valuable information on some key aspects of NOS.…”

Section: Assessing Nos Understandingmentioning

confidence: 99%

Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases

Hodson

2013

International Handbook of Research in History, Philosophy and Science Teaching

132

View full text Add to dashboard Cite

“…Work has been devoted to changing students' and teachers' views, and investigations have been conducted to determine how teacher views of science influence or fail to influence classroom practice (Aguirre, Haggerty, & Linder, 1990;Billeh & Hasan, 1975;Brickhouse, 1989;Carey & Strauss, 1968;Koballa & Coble, 1979;Lederman & Zeidler, 1987;Lucas & Dooley, 1982;Munby & Russell, 1987;Pope & Gilbert, 1983;Riley, 1979;Schmann, 1989). Though the majority of studies suggest connections between teachers' views and student learning, a number of important questions are raised about the nature of those ideas.…”

Section: The Nature Of Science and The Goals Of Science Teachingmentioning

confidence: 99%

A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know”

Shapiro

1996

Sci. Ed.

View full text Add to dashboard Cite

Factors affecting teachers' gain in understanding the nature of science

Cited by 62 publications

References 9 publications

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Pre‐service teachers’ understanding and teaching of nature of science: An intervention study

Nature of Science in the Science Curriculum: Origin, Development, Implications and Shifting Emphases

A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about the “face of science that does not yet know”

Contact Info

Product

Resources

About