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

Hodson, Derek

doi:10.1007/978-94-007-7654-8_28

Cited by 131 publications

(117 citation statements)

References 405 publications

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“…Therefore, MBT by constructing a model de novo implies in providing conditions for students: (i) become members of a social community of knowledge building; (ii) learn broader and specifi c scientifi c ideas; (iii) develop their understanding of the epistemic foundation of science (how we know what we know); (iv) develop their meta-knowledge of science as practices and products integrated by human beings' creative reasoning in dynamic and complex ways. These outcomes of science education have been emphasised as essential to improve scientifi c literacy of twenty-fi rst century citizens (for instance, in Allchin, 2014 ;Duschl & Jiménez-Aleixandre, 2012 ;Hodson, 2014b ;Millar, 2006 ;Osborne, 2014 ;Windschitl et al, 2008 ).…”

Section: Discussionmentioning

confidence: 99%

Approaches to Modelling-Based Teaching

Gilbert¹,

Justi²

2016

Models and Modeling in Science Education

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To clarify the language used in the fi eld, the distinction is drawn between ' model-based teaching ' (the use of existing models by students) and 'modellingbased teaching' (MBT) (the creation and use of models by students). The range of activities that can be included in the two forms is reviewed and fi ve generic types briefl y described. The two types concerned with MBT are then discussed at some length and existing approaches to 'learning to model de novo ' are reviewed. The use of the ' Model of Modelling ' (MM) to base science teaching is discussed at some length and the skills that may be developed at each of its stages are established. The design and implementation of teaching sequences using MBT is presented with the use of case-study material. Finally, evidence of the impact on student learning of MBT conducted through the use of the MM is presented.

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Section: Discussionmentioning

confidence: 99%

Approaches to Modelling-Based Teaching

Gilbert¹,

Justi²

2016

Models and Modeling in Science Education

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“…Por outro lado, estes filósofos da ciência, que ficaram conhecidos como a "Nova Filosofia da Ciência", ou autores "pós positivistas", concordam ao criticar a tese da neutralidade da ciência, tanto em relação ao papel das observações e da experimentação na criação e validação de teorias científicas, quanto à visão socialmente neutra da ciência, que diminui a importância das relações entre ciência, tecnologia e sociedade e ignora o contexto histórico e cultural em que se insere a atividade científica (GIL PÉREZ et al, 2001;OLIVEIRA, 2003;HODSON, 2014;.…”

Section: O Ensino De Ciências E a Questão Da Neutralidadeunclassified

O projeto de lei “Escola sem Partido” e o Ensino de Ciências

Bagdonas

Azevedo

2017

Alexandria: R. Educ. Ci. Tec.

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Palavras-chave:Educação científica. Escola sem partido. Natureza da ciência. Ação comunicativa.Resumo: Discutimos algumas implicações do projeto de lei "Escola sem Partido" (Projeto de Lei n° 867/2015 e Projeto de Lei do Senado n° 193/2016) para o ensino de ciências, em especial para temáticas que apresentem paralelos entre concepções científicas e religiosas, como "origens do universo" e "origem da vida". Para tanto, recorreremos a discussões acerca da natureza da ciência (NdC) bem como alguns ideais comunicativos oriundos da Teoria da Ação Comunicativa (TAC). Keywords:Science education. School without party. Nature of science. Communicative action. Abstract:We discuss some implications of the law project "School without party"(Law project nº 867/2015 and Senate law project n° 193/2016) for science education, with focus on the science and religion issue, the "origins of the universe" and "origins of life". For this purpose, we present discussions regarding the "Nature of Science" and some communicative ideals which emmerged from the "Theory of Communicative Action".

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“…There are instruments that attempt to objectively assess student views of the nature of science, though many of those have been evaluated and found not to be valid [15]. In fact, many argue that standardized questionnaires are not the best way to explore student understanding in this area [16].…”

Section: Introductionmentioning

confidence: 99%

Assessing astronomy students’ views about the nature of scientific inquiry

Blue

2018

Phys. Rev. Phys. Educ. Res.

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[This paper is part of the Focused Collection on Astronomy Education Research.] Students taking a second astronomy course for nonscientists were asked to reflect on the nature of scientific inquiry three times during the first half of the semester. First, they were assigned a short paper in which they were asked to argue for or against the thesis that observers of the night sky in ancient civilizations were scientists, and nearly all of the students argued that yes, they were. Second, they were asked to write a second paper in which they argued the opposite of their first thesis. Lastly, they were asked, on a midterm exam, to write an essay about whether the Ancient Greek astronomers were good scientists. In writing these papers and essays, many students included definitions of science or scientists, and these definitions progressed from paper to paper. In addition, the evidence students used to argue that ancient observers were scientists changed, with students becoming more expertlike.

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

Cited by 131 publications

References 405 publications

Approaches to Modelling-Based Teaching

Approaches to Modelling-Based Teaching

O projeto de lei “Escola sem Partido” e o Ensino de Ciências

Assessing astronomy students’ views about the nature of scientific inquiry

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