Preservice Biology Teachers’ Conceptions About the Tentative Nature of Theories and Models in Biology

Reinisch, Bianca; Krüger, Dirk

doi:10.1007/s11165-016-9559-1

Cited by 19 publications

(11 citation statements)

References 47 publications

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“…Teachers' own understanding of NOS is crucial for providing adequate classroom instruction [8]. Conceptually, it is very closely related to teachers' professional knowledge [16,31,32]. Professional knowledge represents the necessary knowledge base for effective teaching and is described as consisting of three domains: (1) content knowledge (CK); (2) pedagogical content knowledge (PCK); and (3) pedagogical knowledge [33].…”

Section: Teachers' Understanding Of Nos and The Role Of Teacher Educamentioning

confidence: 99%

“…Several facets of PCK are described, but there is consensus concerning two facets of PCK: (1) knowledge of instructional strategies for teaching and (2) knowledge of students' understanding [33][34][35][36]. CK is strongly intertwined with teachers' own understanding of NOS, whereas PCK is associated with teaching NOS [31,32].…”

Section: Teachers' Understanding Of Nos and The Role Of Teacher Educamentioning

confidence: 99%

“…The understanding of NOS and CK are conceptually closely related (e.g., concerning knowledge about the application of scientific methods). Moreover, CK plays an important role for teachers' own understanding of NOS [16,31,32]. Accordingly, it is important to ensure the separability of the constructs to measure the understanding of NOS accurately.…”

Section: Content Knowledgementioning

confidence: 99%

“…NOS aspects addressed in the learning opportunities reflect some of the observations made on learning outcomes for different NOS aspects, i.e., some NOS aspects are more difficult to understand, e.g., [8,46]. For example, the relation of theory and law was found to be difficult to understand by pre-service science teacher students, e.g., [26,32,47]. We suggest that this is reflected in our observation of zero representation of a theory-law-differentiation in module manuals (but see [65]).…”

Section: Distribution and Characterisation Of Learning Opportunities mentioning

confidence: 99%

“…Pre-service teachers attending a teacher education programme which certifies them for a career at academic track schools participate in more CK-related university courses and have more learning opportunities in this regard. We assume that the higher amount of CK-related learning opportunities also impacts on pre-service teachers' understanding of NOS, as CK and NOS are very closely related [31,32].…”

Section: The Meaning Of Institutional Determinants and Learning Oppormentioning

confidence: 99%

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Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science

2018

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In order to educate scientifically literate children, teachers are required to include nature of science (NOS) in their classroom practice. However, as biology teachers’ own understanding of NOS is limited, promoting an initial understanding of NOS in teacher education is crucial. The aim of this study is to elucidate the importance of the first phase of teacher education for biology teachers’ understanding of NOS. More precisely, the study aims to examine the relationship between institutional determinants (e.g., the type of teacher education programme) and learning opportunities for pre-service biology teachers’ understanding of NOS. Pre-service biology teachers (N = 232) participated in a cross-sectional testing. The corresponding descriptions of N = 649 modules of biology teacher education from 20 German universities were analysed. Qualitative and quantitative methods were applied to relate the institutional determinants and the individual amount of learning opportunities to pre-service biology teachers’ understanding of NOS. Results reveal that both institutional determinants as well as the amount of learning opportunities are related to pre-service biology teachers’ understanding of NOS. This indicates that teacher education at university represents an important phase for biology teachers’ understanding of NOS. The results are discussed in terms of consequences for further research and teacher education.

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Section: Teachers' Understanding Of Nos and The Role Of Teacher Educamentioning

confidence: 99%

Section: Teachers' Understanding Of Nos and The Role Of Teacher Educamentioning

confidence: 99%

Section: Content Knowledgementioning

confidence: 99%

Section: Distribution and Characterisation Of Learning Opportunities mentioning

confidence: 99%

Section: The Meaning Of Institutional Determinants and Learning Oppormentioning

confidence: 99%

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Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science

2018

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Using the Terms Experiment, Theory, Model, and Law in Mathematics and Natural Sciences

Reiners

Großschedl

Meyer

et al. 2018

Chemkon

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Zusammenfassung: Naturwissenschaftliche Bildungimpliziertein angemessenes Verständniszentraler Begrifflichkeiten,die denW eg derErkenntnisgewinnung in denmathematisch-naturwissenschaftlichenFächernkennzeichnen.I mR ahmend er Nature-of-Science-Forschung konnte einK onsens überw esentliche Merkmale von Begriffenw ie "Experiment"," Theorie"," Modell"u nd "Gesetz"f ürd en schulischenB ereich erzielt werden. Dief achspezifischenB esonderheiteni nd er aktuellenm athematisch-naturwissenschaftlichenT heorie und Praxis bleibend abei allerdings ausgeblendet.U md iesenn äherz uk ommen, wurden einerseits innerhalbd er einzelnenD isziplinen literaturbasierteB egriffsbestimmungenz usammengestellt, andererseits wurden Interviewsmit fachwissenschaftlichen Kollegen durchgeführt. DieLiteraturanalyseverweistauf Unterschiede in der Bedeutungder Begriffe in deneinzelnen naturwissenschaftlichenFächernund derMathematik. Weitaus deutli-chereInkonsistenzenund WidersprüchezeigensichjedochimGebrauchder Begriffe durchdie Wissenschaft-lerindiesenF ächern. DieErgebnissewerdenindiesemArtikel vorgestelltu nd dienen alsA usgangspunkt für entsprechendeKonsequenzen in derLehrerbildung. Stichworte: Erkenntnistheoretische Begriffe ·Mathematik·NaturwissenschaftenUsingthe TermsExperiment, Theory,Model,and LawinMathematicsand NaturalSciences Abstract: Scientificliteracyimplies an adequate understandingo fcentral notionswhich characterize scientific reasoning. Nature of Sciences tudies have lead to ag eneral consensuso fw hate xperiments,m odels, theories andlawsimply at school.Theydonot take into accounthow theseterms arehandled in recent domain-specific theory andr esearch. In ordert oc omet oacloser understandingw ea nalyzedd omain-specificl iteraturea nd conductedasurvey into thenotions of theseterms by interviewing expertso fthe sciences ubjectsa nd mathematics.The resultsofliteratureanalysisrevealdifferencesinthe meaningofthe termsbetween subjects.Moreover,experts show seriousinconsistencies in usingthe terms. Theresults will be presentedinthispaper andcan be used as astartingpoint to draw conclusionsfor scienceteacher education.

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Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

Müller

Reiners

2020

Chemkon

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Zusammenfassung: Die Vorläufigkeit naturwissenschaftlicher Erkenntnisse stellt aus wissenschaftstheoretischer Sicht ein entscheidendes Merkmal naturwissenschaftlicher Erkenntnisse dar. Vor dem Hintergrund aktueller Debatten um "Fake Science" kommt ihr aber auch aus fachdidaktischer Sicht noch einmal eine besondere Bedeutung zu. Neben einem Vorschlag zur Klärung des Begriffs werden im Rahmen des Artikels Ergebnisse zweier qualitativer Studien vorgestellt. Diese zeigen, dass Lehramtsstudierende des Faches Chemie oftmals nur inkonsistente Ansichten über die Vorläufigkeit besitzen, die darüber hinaus relativ resistent gegenüber Veränderungen sind. Zur Fçrderung eines adäquaten Verständnisses ist neben einer intensiven und strukturierten Auseinandersetzung mit der Vorläufigkeit auch eine Thematisierung der Beständigkeit und Glaubwürdigkeit von naturwissenschaftlichen Erkenntnissen notwendig. Darüber hinaus werden im Artikel weitere Maßnahmen zur Verständnisfçrderung vorgestellt und diskutiert.

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Preservice Biology Teachers’ Conceptions About the Tentative Nature of Theories and Models in Biology

Cited by 19 publications

References 47 publications

Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science

Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science

Using the Terms Experiment, Theory, Model, and Law in Mathematics and Natural Sciences

Is Chemical Knowledge Tentative or Durable or Both? – Analysis of Preservice Science Teachers' Conceptions about the Tentativeness of Chemical Knowledge

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