Using a multicultural approach to teach chemistry and the nature of science to undergraduate non-majors

Goff, Peter; Boesdorfer, Sarah B.; Hunter, William J.

doi:10.1007/s11422-012-9382-6

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…As noted before, 6 fully responses for the 10 VNOS questions were analyzed based on the methods used by Lederman et al (2002), Schwartz et al (2004), and Goff et al (2012). Because we did not follow up by interviewing the participants to get more information and make clear the ideas, we clarify the responses broadly into two categories only as 'more naïve view' and 'more informed view' similar to the examples provided by Lederman at el.…”

Section: Results From the Questionnairementioning

confidence: 99%

“…The slightly revised version of VNOS-C that made by Goff et al (2012) was used in which the question about 'species' was replaced by the question of 'element' because in Vietnam, the concept 'element' is more familiar with Vietnamese than the concept 'species'. Grade 8 Vietnamese lowersecondary students start to study about element (Trong, Cuong, andHien 2003-2012 Vietnamese Chemistry textbook grade 8) then use this concept in numerous chemistry lessons, until they finish their upper secondary school.…”

Section: Instrumentmentioning

confidence: 99%

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The Outcomes of Workshop for Introduced View of Nature of Science to Vietnamese Science Teachers in Mekong Delta Region of Vietnam

Yuenyong

Thao-Do²

2015

MJSS

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We presented here our study on Vietnamese teachers and pre-service teachers' view of nature of science (NOS) Lederman et al. (2002) This training workshop was conducted based on the constructivist lens where the prior knowledge and experience of the participants were employed to let them construct the concepts of nature of science by themselves through various activities. Reflections and discussion indicated that Vietnamese participants currently have some certain understanding as well as naïve conceptions about the nature of science. Most of the misconceptions were successfully transformed to the informed ones through the workshop except the idea of 'the function of, and relationship between theory and law'. We also reported here the ineffectiveness of the VNOS-C of

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Section: Results From the Questionnairementioning

confidence: 99%

Section: Instrumentmentioning

confidence: 99%

The Outcomes of Workshop for Introduced View of Nature of Science to Vietnamese Science Teachers in Mekong Delta Region of Vietnam

Yuenyong

Thao-Do²

2015

MJSS

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“…For that reason, a slightly modified VNOS-C of Lederman et al (Lederman et al, 2002) was used as the data collecting tool in our series of research at first. This version of VNOS-C was made by Goff et al (2012) in which the question about "species" was replaced by the question of "element". This version of VNOS-C was pilot used as a NOS pre-test tool in a NOS workshop organized in Vietnam in March 2013 and resulted in many un-expected problems, yet with important experiences which were mentioned in detail in another paper from the authors (Thao-Do & Yuenyong, 2017).…”

Section: Introductionmentioning

confidence: 99%

Developing a Tool to Assess Students’ Views of Nature of Science in Vietnam

Yuenyong

Thao-Do

2020

JPII

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Nature of Science (NOS) is a common topic in science education nowadays. However, the fact of the nature of science is not consensus through documents. The assessment of views of nature of science, therefore, was facing multi issues. Especially, in assessing views of NOS in a new context other than from where a validated tool was developed. Researchers and educators should notice certain issues relating to NOS. This paper will provide and discuss how to develop a more appropriate NOS tool to best use for Vietnamese Physics student teachers based on some previously validated tools and the empirical data from the research on the context. Instead of using a provided tool robotically, the paper calls for more critical employment of the tool based on the consideration of social and cultural context. This is not only important in the case of Vietnam but also any new circumstance.

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Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries

BouJaoude¹,

Ambusaidi²,

Salloum³

2021

Springer International Handbooks of Education

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Using a multicultural approach to teach chemistry and the nature of science to undergraduate non-majors

Cited by 7 publications

References 11 publications

The Outcomes of Workshop for Introduced View of Nature of Science to Vietnamese Science Teachers in Mekong Delta Region of Vietnam

The Outcomes of Workshop for Introduced View of Nature of Science to Vietnamese Science Teachers in Mekong Delta Region of Vietnam

Developing a Tool to Assess Students’ Views of Nature of Science in Vietnam

Teaching Nature of Science with Multicultural Issues in Mind: The Case of Arab Countries

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