Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate

Turner, Steven L.; Sullenger, Karen S.

doi:10.1177/016224399902400102

Cited by 29 publications

(15 citation statements)

References 62 publications

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“…Moreover, standard practices of teaching philosophy of science have been criticized as inadequate (Moore et al 2002;Alters and Nelson 2002) as they can fail to provide learners with an adequate organizational framework for understanding evolution (Turner and Sullenger 1999). Put simply, to understand basic principles in science and to overcome common misconceptions, one must possess sound scientific schema from which to confront existing cognitive biases and to integrate and accurately reproduce scientific knowledge.…”

Section: Implications For Educatorsmentioning

confidence: 99%

What’s the Matter with Kansas?: The Development and Confirmation of the Evolutionary Attitudes and Literacy Survey (EALS)

et al. 2010

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The present survey was designed to assess predominant regional belief systems and the roles these beliefs play in science understanding and attitudes, and curricular effectiveness in colleges and universities. To this end, we created a wide variety of theory-driven subscales (lower order factors) reflecting, for example, exposure to evolutionary material, young earth creationist beliefs, moral and social objections, political ideology, endorsement of intelligent design fallacies, knowledge (and distrust) of the scientific enterprise, and attitudes of evolutionary theory's relevance in several domains (e.g., sciences and humanities). We also included potentially important demographic variables (e.g., rural upbringing, family size). Finally, we assessed openness to experience, a key facet of personality. Hierarchical Structural Equation Modeling (SEM) analysis showed the 16 constructs to have a theoretically meaningful and quantitatively coherent higher order factor structure. In this large Kansas sample of university students, creationist reasoning and conservative orientation (political and religious) were negatively associated with exposure to evolutionary theory, knowledge about it, and positive attitudes toward its relevance. At the same time, exposure to the theory was positively associated with knowledge and positive attitudes. Importantly, though most Kansas-specific demographic variables (e.g., rural origins) were largely unrelated to outcomes of interest in this university-based sample, the personality factor openness to experience appears to be highly relevant for several higher order factors (e.g., exposure, knowledge and relevance, and creationist reasoning). We close with implications for educators and the next steps in survey development.

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Section: Implications For Educatorsmentioning

confidence: 99%

What’s the Matter with Kansas?: The Development and Confirmation of the Evolutionary Attitudes and Literacy Survey (EALS)

et al. 2010

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“…From our previous collaborations, we were well aware of these questions, of the disengagement problem in general, and of the challenges that face the design of informal science education programs (e.g., Turner & Sullenger, 1999). With the launch of CRYSTAL Atlantique, one of us (Sullenger) set out to implement a program of informal science education in the province of New Brunswick that would address the problem and test our conceptions of how such a program should be designed.…”

Section: Science In Actionmentioning

confidence: 99%

Informal Learning and the Problem of Disengagement in Science

Sullenger

Turner

2015

New Ground

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“…Flera forskare (Akerson, Abd-El-Khalick, & Lederman, 2000;Bybee et al, 2008;Duschl & Wright, 1989;Eick, 2000;Keys & Bryan, 2001;Matson & Parsons, 2002;Moscovici, 1999;Rosenthal, 1993;Turner & Sullenger, 1999) har funnit att lärare har bristande kunskaper och erfarenheter om hur naturvetenskaplig kunskap skapas. De menar att detta sätter gränser för deras förmåga att planera och genomföra lektioner för att hjälpa elever att utveckla en bild av na-40 turvetenskapen som sträcker sig utanför ramarna för den välbekanta faktakunskapen.…”

Section: Nos-kunskaper För Inquiry-undervisningunclassified

Undervisa Naturvetenskap genom Inquiry : En studie av två högstadielärare

Lundh¹

2014

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There is a need to change the teaching methods of the science subjects. International surveys, e.g. TIMMS and PISA, have been showing relatively declining skills for the Swedish students in the science subjects. International science education research has found good examples of teaching and learning, but the research stays within the research communities and does not reach the teachers and their teaching. The gap between research results and teachers' practices in the classroom is the basis of this investigation. Research shows that the teacher is one of the most important factors for student learning, therefore, this study has put great emphasis on the teachers' competencies. The focus of this investigation is the relations between teachers' knowledge of the Nature of Science (NOS), the Nature of Science Inquiry (NOSI) and inquiry-based teaching of Science.The project follows longitudinally two teachers as they take part in a researchbased implementation process of predesigned inquiry-teaching sequences in Physics. The context is a secondary school in Sweden (grades 8-9, age 14-16 years). The project is set around group discussions between the involved teachers and the researcher on planning, implementing and analysing actual inquiry teaching. The results describe possibilities and obstacles concerning the implementation of inquiry teaching as perceived by the teachers. Having navigated obstacles the teachers saw great potential in the inquiry model based on students' motivation and learning. The results of the project provide indications on how future in-service teacher courses in Science could be designed.vi

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Kuhn in the Classroom, Lakatos in the Lab: Science Educators Confront the Nature-of-Science Debate

Cited by 29 publications

References 62 publications

What’s the Matter with Kansas?: The Development and Confirmation of the Evolutionary Attitudes and Literacy Survey (EALS)

What’s the Matter with Kansas?: The Development and Confirmation of the Evolutionary Attitudes and Literacy Survey (EALS)

Informal Learning and the Problem of Disengagement in Science

Undervisa Naturvetenskap genom Inquiry : En studie av två högstadielärare

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