Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science

Gallagher, James J.

doi:10.1002/sce.3730750111

Cited by 309 publications

(186 citation statements)

References 6 publications

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“…Modern science courses have failed to achieve their goals because of inadequacies in the philosophical stance underpinning course design and in the implicit philosophies of science teachers" (Hodson, 1988, p. 35). In addition to knowledge of NOS, a teacher must understand the processes by which scientific knowledge is created to effectively incorporate inquiry-based activities to teach NOS (Gallagher, 1991;Robinson, 1969;Rutherford, 1964). "Prospective teachers have limited knowledge of, and experience with, the processes by which scientific knowledge is generated.…”

Section: Review Of the Literature On The Use Of Inquiry To Teach Nosmentioning

confidence: 99%

“…"Prospective teachers have limited knowledge of, and experience with, the processes by which scientific knowledge is generated. This puts serious limitations on their ability to plan and implement lessons that will help the students develop an image of science that goes beyond the familiar 'body of knowledge' " (Gallagher, 1991).…”

Section: Review Of the Literature On The Use Of Inquiry To Teach Nosmentioning

confidence: 99%

“…Naïve NOS views have been attributed, at least in part, to learners' lack of experience conducting scientific investigations (Gallagher, 1991;Schwab, 1962;Welch et al, 1981). Recommendations to improve conceptions of NOS strongly emphasize the use of inquiry in science instruction (AAAS, 1993;NRC, 1996;Schwab, 1962).…”

Section: Introductionmentioning

confidence: 99%

“…Recommendations to improve conceptions of NOS strongly emphasize the use of inquiry in science instruction (AAAS, 1993;NRC, 1996;Schwab, 1962). For teachers to gain the necessary knowledge and skills, inquiry experiences should be provided throughout science teacher education (AAAS, 1993;Gallagher, 1991;NRC, 1996;Schwab, 1962;Welch et al, 1981). Yet, the question remains, "Do learners necessarily develop NOS conceptions aligned with current perspectives advocated for K-16 learners by engaging in scientific inquiry activities?"…”

Section: Introductionmentioning

confidence: 99%

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Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

2004

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Reform efforts emphasize teaching science to promote contemporary views of the nature of science (NOS) and scientific inquiry. Within the framework of situated cognition, the assertion is that engagement in inquiry activities similar to those of scientists provides a learning context conducive to developing knowledge about the methods and activities through which science progresses, and, in turn, to developing desired views of NOS. The inclusion of a scientific inquiry context to teach about NOS has intuitive appeal. Yet, whether the learners are students, teachers, or scientists, the empirical research does not generally support the claim that engaging in scientific inquiry alone enhances conceptions of NOS. We studied developments in NOS conceptions during a

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Section: Review Of the Literature On The Use Of Inquiry To Teach Nosmentioning

confidence: 99%

Section: Review Of the Literature On The Use Of Inquiry To Teach Nosmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

2004

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“…Research indicates that the teaching practices of science teachers are affected by their beliefs and understanding regarding the nature of science. For example, Gallagher (1991) observed classroom instruction of 25 teachers for over two years and noticed that all teachers placed heavy emphasis on the body of knowledge of science. Interviews with these teachers revealed that their understanding of how knowledge in science is formulated or validated was severely limited.…”

mentioning

confidence: 99%

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

Dass

2005

Int J Sci Math Educ

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ABSTRACT. An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science from ancient to modern times. Group discussions focused on STATEMENTS OF CRITICAL SIGNIFICANCE (SOCS) prepared by individual students on assigned readings prior to each class meeting. Small-group discussions were followed by a synthesis, facilitated by the instructor, of points raised in SOCS and other ideas central to the reading. The overarching goal of these activities was to help students see the multifaceted nature of the scientific enterprise in the context of social, political, cultural, and religious milieu of the time period and the geographic setting within which specific scientific activities and developments took place. The impact of this course on student understanding of the NOSE was assessed through the use of VIEWS ON SCIENCE-TECHNOLOGY-SOCIETY (VOSTS) instrument administered as pre-and post-test. Qualitative data regarding student understanding of the NOSE were furnished by the final exam on the NOSE written in the form of SOCS at the end of semester. Results based on four semesters of the course offering indicate modest gains in student understanding of specific aspects of the NOSE. They are discussed, along with the usefulness of small-group, discussionbased inquiries into the history of science as a way of enhancing scientific literacy during undergraduate science education.

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The contradiction between teachers' instructional goals and their assessment practices in high school biology courses

Bol

Strage

1996

Sci. Ed.

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This study examines the correspondence between (1) teachers' student learning outcome goals, and (2) teachers' assessment practices. Ten high school biology teachers were interviewed individually about their teaching philosophies and practices. Teachers' student learning goals were categorized, and their test and practice items were rated on level of processing (whether the item required basic knowledge, integration, or application) and item format (recognition or recall). Overall, teachers wanted their students to develop a general interest in and understanding of biology as well as its real‐world applications. They also wanted their students to develop higher order study skills by interpreting information, managing their time and effort, and thinking critically. However, their assessment practices did not support these goals. On average, over half of the items (52% of test items, 53% of practice items) required only basic knowledge, while almost none required application (5% of test items, 4% of practice items). Nearly two thirds (65%) of test items were recognition items. Interview findings suggest that teachers were not aware of the contradiction between their instructional goals and assessment practices. © 1996 John Wiley & Sons, Inc.

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Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science

Cited by 309 publications

References 6 publications

Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

The contradiction between teachers' instructional goals and their assessment practices in high school biology courses

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