Scientific Inquiry and Nature of Science

Flick, Lawrence B.; Lederman, Norman G.

doi:10.1007/978-1-4020-5814-1

Cited by 27 publications

(4 citation statements)

References 144 publications

(181 reference statements)

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“…Según lo advierten Justi (2006) y Morales (2010) para aprender sobre la ciencia es necesario comprender su naturaleza, así como identificar que los procesos de modelización son algo fundamental. -Por otra parte, en la actualidad, incluir aspectos acerca de la NdC en futuros profesores de ciencias es considerado una prioridad (Flick y Lederman, 2010). Sin embargo, la discusión se centra en cómo esta debe enseñarse de modo que se generen aprendizajes más profundos, no solo de la propia NdC, sino de los contenidos de base de las disciplinas científicas objeto de enseñanza.…”

Section: Aproximación a La Naturaleza De La Ciencia (Ndc)unclassified

Naturaleza de la Ciencia e historia de la ley de Boyle en futuros profesores de ciencias

Castro¹,

Oliveros²

2021

ensciencias

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RESUMEN • Este artículo presenta los resultados de una investigación llevada a cabo con futuros profesores de ciencias. En concreto, se muestran los hallazgos derivados de la aplicación de una secuencia didáctica (SD) que integra la categoría naturaleza de la ciencia (NdC) con los modelos históricos presentes en la formulación de la ley de Boyle, a saber, la controversia filosófica sobre el vacío, el interés por la producción de vacío experimental y, en última instancia, la construcción de la bomba de aire y los trabajos de Boyle sobre la presión del aire. Se destaca el valor potencial de la historia de la ciencia (HC) para el aprendizaje sobre la ciencia, es decir, sus resultados y procesos.

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Section: Aproximación a La Naturaleza De La Ciencia (Ndc)unclassified

Naturaleza de la Ciencia e historia de la ley de Boyle en futuros profesores de ciencias

Castro¹,

Oliveros²

2021

ensciencias

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“…This research has shown that teaching scientific disciplines (i.e., physics, mathematics, chemistry and technical matters)-through Nature of Science also by means of an historical apparatus -has a positive impact on the students understanding (Cfr. McComas et al 1998;Flick and Lederman 2006). Moreover, recent studies have tested the impact of studying historical texts (Macale 2018) and replicating experiments; in particular Joule's paddle wheel experiment (Cfr.…”

Section: Final Remarks On Nosmentioning

confidence: 99%

Historical Foundations of Physics & Applied Technology as Dynamic Frameworks in Pre-Service STEM

et al. 2020

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In recent decades, the development of sciences and technologies had a significant impact in society. This impact has been object of analysis from several standpoints, i.e., scientific, communication, historical and anthropological. Consequently, serious changes were required by the society. One of these has been the emerging relationship science in society and its foundations of applied sciences. A related foundational challenging is the educational process, which was and still is an unlimited challenge for teachers and professors: i.e., levels of understanding, curricula, activing critical engagement, transfer knowledgeand-skills, management, classroom and subsequently pre-service teachers need special teacher education. Taking into account Joule's bicentenary commemoration in physics and Nature of Science teaching (NoS) this paper introduces to a level of inquiring within historical and NoS approaches in the pre-service teachers, typically science, technology, engineering and mathematics. In particular, history and historiography of Joule's physics (e.g., his arguments on electric-magnetic engine, mechanical equivalent of heat and free expansion) are dealt with.

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“…However, using sensing technologies and other wireless tools is currently preferred in science activities. In particular, the use of sensor probes occupies a significant place in science education as, instead of only stimulating science and scientific data, they provide the direct opportunity of making real time measurements (Novak & Krajick, 2006).…”

Section: Mobile Learningmentioning

confidence: 99%

“…On the other hand, various difficulties were being reported in terms of motivation, accessibility of investigation techniques, background knowledge, management of extended activities, and the practical constraints of the learning context (Edelson, Gordon & Pea, 1999). Later, with the development of motivating investigative techniques used in the inquiry process such as probes, modeling, Web 2.0, hypermedia artifacts, hand-held computers, applications, and visualization tools, technology began to be transferred into laboratory practices much more effectively (Novak & Krajick, 2006). As well as these developments which facilitate laboratory practices, mobile learning brings new understanding of the inquiry based laboratory practices.…”

Section: Technology and Inquiry Based Laboratory Practicesmentioning

confidence: 99%

Supporting Inquiry Based Laboratory Practices With Mobile Learning to Enhance Students’ Process Skills in Science Education

Arabacioglu

Unver

2016

JBSE

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Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. Key words: inquiry based laboratory practices, mobile learning, science process skills, and water quality.

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Scientific Inquiry and Nature of Science

Cited by 27 publications

References 144 publications

Naturaleza de la Ciencia e historia de la ley de Boyle en futuros profesores de ciencias

Naturaleza de la Ciencia e historia de la ley de Boyle en futuros profesores de ciencias

Historical Foundations of Physics & Applied Technology as Dynamic Frameworks in Pre-Service STEM

Supporting Inquiry Based Laboratory Practices With Mobile Learning to Enhance Students’ Process Skills in Science Education

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