The Nature of Science in International Science Education Standards Documents

McComas, William F.; Olson, Joanne K.

doi:10.1007/0-306-47215-5_2

Cited by 227 publications

(241 citation statements)

References 3 publications

Supporting

Mentioning

183

Contrasting

Unclassified

Order By: Relevance

“…Pesquisadores em Ensino de Ciências têm incluído a concepção de que o conhecimento científico é temporário e tentativo em seus trabalhos (e.g. Alters, 1997;McComas & Olson, 1998;Gil-Pérez et al, 2001;Lederman et al, 2002;McComas, 2008;Lederman, 2007). O estudo da história da ciência revela a transitoriedade do conhecimento gerado pela ciência e, quanto a isso, Alves (2013, p. 17) Myrdal (1969, p. 9) propõe que o trabalho científico vai além da observação, abrangendo ações como o levantamento de hipóteses, a experimentação e as generalizações.…”

Section: Dimensões Teóricas Do Questionáriounclassified

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Azevedo

Scarpa

2017

IENCI

View full text Add to dashboard Cite

ResumoDada a importância que as concepções de Natureza da Ciência (NdC) têm recebido nas pesquisas da área de Ensino de Ciências, relatamos o processo de elaboração de um instrumento para investigar as concepções de NdC de estudantes de Biologia. Propomos orientações e princípios que podem contribuir em pesquisas que objetivam levantar concepções de NdC. O questionário Visões de Estudantes sobre a Natureza da Ciência por meio da Contextualização em Ecologia (VENCCE) é composto por cinco situações contextualizadas que têm a Ecologia como tema e modelo de estudo para a compreensão das concepções de NdC. Cada situação é acompanhada de afirmações a serem assinaladas conforme o grau de concordância do respondente. O VENCCE fornece um índice que indica o quão informada é a visão de ciência dos respondentes. A confiabilidade do VENCCE foi considerada adequada conforme o Alfa de Cronbach estimado após uma aplicação com 691 estudantes de graduação. Apresentamos aqui o VENCCE na íntegra e discutimos as implicações de utilizar questionários contextualizados. Procuramos ainda justificar nossas decisões epistemológicas e metodológicas a fim de fomentar a reflexão e auxiliar na tomada de decisão de outros trabalhos. Ao expor nossas decisões de pesquisa procuramos generalizá-las para que a metodologia empregada por nós possa ser expandida e replicada durante a elaboração de outros instrumentos de pesquisa em geral. Organizamos nosso percurso na forma de um diagrama de perguntas, que podem ser consideradas para a criação de novos questionários de forma explícita e crítica.Palavras-Chave: Alfa de Cronbach; concepções; elaboração de questionário; natureza da ciência; práticas metodológicas. AbstractDue to the importance that Nature of Science (NOS) has received in science teaching research, we reported on the procedures employed during the elaboration of a contextualized instrument that uses Ecology as a model for investigating NOS views among Biological Science undergraduates. We proposed orientation and principles that can contribute towards appropriate research procedures. The VENCCE (Students' Views of the Nature of Science by way of Contextualization in Ecology, originated from the acronym in Portuguese) consists of five contextualized situations that have Ecology as theme and study model for understanding the NOS conceptions. Each situation is accompanied by statements to be marked according to respondents' agreement degree. The VENCCE enables the calculation of an index that indicates how well informed are the respondents' NOS conceptions. The reliability of VENCCE was considered adequate according to Cronbach's alpha estimated after an application with 691 undergraduate students. We introducing the VENCCE in its entirety and discuss the implications of using contextualized questionnaires. Epistemological and methodological decisions were justified, as a way of inciting reflection and aiding in decision making. Some of the strategies used for evaluating instrument efficacy, and which were based on analysis of the results f...

show abstract

Section: Dimensões Teóricas Do Questionáriounclassified

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Azevedo

Scarpa

2017

IENCI

View full text Add to dashboard Cite

show abstract

“…This conceptualization of scientific creativity is the notable property of scientific knowledge because of its developmental nature. At this point, understanding the nature of science (NOS) is to appreciate the role of scientific creativity that is employed in scientific inquiry (Lederman, 1992(Lederman, , 2007McComas & …”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 99%

Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Özdemir¹,

Dikici²

2016

Journal of Education in Science, Environment and Health

View full text Add to dashboard Cite

The purpose of this study is to explore the strength of relationships between 7 th grade students' Scientific Process Skills (SPS), Nature of Science (NOS) beliefs, and Scientific Creativity (SC) through Structural Equation Modeling (SEM). For this purpose, data were collected from 332 students of two public middle school students in Turkey. SPS, Nature of Scientific Knowledge Scale (NSKS) and SC instruments were used as data collection tools. Zero-order and partial correlation analysis, MANCOVA and ANCOVA analyses were conducted on the data. Two models were hypothesized. In Hypothesized Model 1, it was considered that SPS both directly and indirectly through subscales of NSKS predicted SC; whereas, in Hypothesized Model 2, it was considered that the SPS directly predicted SC. SEM analysis was conducted to test the two hypothesized models. Sobel's z tests were conducted to examine the significance of the mediator roles of NSKS's subscales in the relationships between SPS and SC. Results indicated that the relationships between SPS and SC were partially mediated by only the Testable subscale of NSKS; likewise, this relationship was partially mediated by secondorder factor NSKS. Finally, we found that the Creative subscale of NSKS has a moderator role on predictive power of the SPS on the SC. Classroom implications obtained from the results are discussed in the paper.

show abstract

“…These myths range from the existence of a single and universal method of inquiry, to the idea that theories become laws over time, to the perception of science as a solitary pursuit. Science education reform documents (AAAS, 1989; California Department of Education, 1990;McComas & Olson, 1998;NRC, 1996) put forth nature of science tenets important for all teachers and students to understand. The authors of Science for All Americans (AAAS, 1989), for example, identified three areas of nature of science knowledge deemed requisite for scientific literacy: a scientific world view; tools and methods held in common by scientists; and individual, social, and institutional dimensions of the scientific enterprise.…”

Section: Contemporary Descriptions Of the Nature Of Sciencementioning

confidence: 99%

Learning to teach science in contemporary and equitable ways: The successes and struggles of first‐year science teachers

et al. 2003

View full text Add to dashboard Cite

Recent studies of beginning science teachers make clear that learning to integrate contemporary nature of science descriptions and equitable instructional strategies into educational practices is a complex and challenging endeavor. In this research project, we examined the views and practices of three first-year science teachers, recent graduates of a teacher education program in California known for its attention to gender equitable and multicultural content and instruction. We explored these beginning teachers' attempts to present contemporary descriptions of the nature of science and implement equitable instructional strategies in their classrooms; we videotaped two of their curricular units and conducted individual interviews after each unit lesson. From qualitative analysis of these interviews, we developed case studies that described the ideas and practices these beginning teachers took up from their preservice experiences, as well as the reasons provided and constraints identified for science topics taught and instructional approaches used. In our discussion, we examined commonalties across beginning teachers' successes and struggles in learning to teach science in contemporary and equitable ways, as well as lessons we learned about ways to improve preservice science teacher education.

show abstract

The Nature of Science in International Science Education Standards Documents

Cited by 227 publications

References 3 publications

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

Relationships between Scientific Process Skills and Scientific Creativity: Mediating Role of Nature of Science Knowledge

Learning to teach science in contemporary and equitable ways: The successes and struggles of first‐year science teachers

Contact Info

Product

Resources

About