Portraying Science Accurately in Classrooms: Emphasizing Open-Mindedness Rather Than Relativism

Harding, Patricia A.; Hare, William

doi:10.1002/(sici)1098-2736(200003)37:3<225::aid-tea1>3.0.co;2-g

Cited by 45 publications

(25 citation statements)

References 29 publications

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“…As we believe science is most commonly portrayed as the former, we focus here on the latter and suggest educating the artist within young scientists. It is common for the science education community to suggest doing science as those within the discipline do, to be more faithful to the discipline of science, and to do and learn as scientists do (see Harding & Hare, 2000 for a recent discussion). If we really believe this, then, we should listen to what the creative process of science suggests and work to foster powerful, transformative, forward-looking, aesthetic, synscientific experiences within students.…”

Section: Beauty and Inspiration In Sciencementioning

confidence: 99%

Appreciating the beauty of science ideas: Teaching for aesthetic understanding

2003

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A large literature exists in which scientists describe their field as beautiful and the work they do as inspiring and passionate. Science teaching should strive to foster learning of substantive and powerful science ideas in ways that connect to the beauty inherent in those ideas. Our conception of learning science, that of learning for aesthetic understanding, achieves this goal by building on a framework of aesthetic experiences proposed by Dewey. This study is an articulation of the major components of aesthetic understanding, pedagogy designed to foster it, and the results of a pilot study designed to investigate its effectiveness. Responses to a survey and a semistructured interview are compared for students in two, fourth grade classrooms. The instructional goals were different in each classroom; one taught for the goal of aesthetic understanding, the second for the goal of conceptual understanding. Survey results indicate that the pedagogical moves were effective in scaffolding aesthetic understanding in treatment class students. More interesting, however, are student reports of the quality of the learning experience in the treatment class.

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Section: Beauty and Inspiration In Sciencementioning

confidence: 99%

Appreciating the beauty of science ideas: Teaching for aesthetic understanding

2003

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“…Embora o interesse pelas concepções de NdC relacionadas à educação básica seja essencial, dado os objetivos do ensino de ciências, a compreensão de ciência em outros níveis de ensino não pode ser deixada de lado. Investigar as concepções de NdC de estudantes de cursos de bacharelado e de cientistas é relevante pois permite detectar o modo como esse grupo enxerga a construção do conhecimento e como certos mitos podem estar enraizados também no ambiente acadêmico (Feldman, Divoll, & RoganKlyve, 2013;Harding & Hare, 2000).…”

Section: Quais As Características Dos Trabalhos Sobre Concepções De Ndc?unclassified

Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências

Azevedo

Scarpa

2017

RBPEC

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A natureza da ciência (NdC) tem sido apontada como um componente importante do ensino de ciências, pois o conhecimento sobre a ciência pode contribuir para a tomada de decisões do cidadão contemporâneo. Há poucos trabalhos de revisão com caráter quantitativo no campo da educação em ciências. Dada a importância do tema e considerando a necessidade de organizar e compreender o conhecimento produzido pelas pesquisas sobre concepções de NdC, realizamos uma revisão sistemática, segundo os princípios do PRISMA, a fim de quantificar e iniciar uma reflexão sobre (i) as tendências de publicação de trabalhos sobre concepções de NdC, (ii) as principais características desses trabalhos, (iii) os aspectos de NdC frequentemente elencados como importantes para o ensino e (iv) as principais estratégias usadas para acessar as concepções de NdC. Analisamos 396 artigos publicados até fevereiro de 2015, nos periódicos de Ensino e Educação da lista WebQualis 2013. Nossa revisão sistemática representou um esforço inicial para expor um panorama geral da área e permitiu identificar tendências e lacunas de pesquisa. Esforços de investigação são necessários para o levantamento de concepções de NdC no contexto brasileiro e associados ao ensino de disciplinas específicas. Encontramos 25 aspectos de NdC relatados como importantes para o ensino, abordamos parte do debate acerca dos consensos e das listas de aspectos de NdC e trouxemos características gerais dos principais questionários usados para o levantamento de concepções de NdC.Palavras-chave: concepções de ciência; instrumentos de pesquisa; listas de aspectos de NdC; revisão sistemática; tendências de pesquisa, visão consensual.The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of

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“…While interest in conceptions of NOS related to elementary education is essential, given the objectives of science education, the understanding of science at other levels of education cannot be overlooked. The act of surveying the NOS conceptions among undergraduate students and scientists is relevant because it enables us to detect how this group views the construction of knowledge, and how certain myths can also be rooted in the academic setting (Feldman, Divoll, & Rogan-Klyve, 2013, Harding & Hare, 2000. The countries in which conceptions of NOS are more commonly studied (among different audiences, textbooks/teaching material) are the United States and Taiwan (Table 4).…”

Section: What Are the Characteristics Of Articles On Nos Conceptions?mentioning

confidence: 99%

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

Azevedo¹,

Scarpa²

2017

RBPEC

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The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv) the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOS conceptions.

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Portraying Science Accurately in Classrooms: Emphasizing Open-Mindedness Rather Than Relativism

Cited by 45 publications

References 29 publications

Appreciating the beauty of science ideas: Teaching for aesthetic understanding

Appreciating the beauty of science ideas: Teaching for aesthetic understanding

Revisão Sistemática de Trabalhos sobre Concepções de Natureza da Ciência no Ensino de Ciências

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

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