Using History to Promote Understanding of Nature of Science in Science Teachers

Yip, Din-yan

doi:10.1080/10476210600680382

Cited by 15 publications

(9 citation statements)

References 4 publications

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“…5 On this see Abd-El-Khalick and Lederman (2000a), Khishfe and Abd-El-Khalick (2002), Lederman (1992), Moss et al (2001), Sandoval (2003Sandoval ( , 2005, Sandoval and Morrison (2003). 6 For this see examples in Abd-El-Khalick and Lederman (2000b), Kim and Irving (2010), Olson et al (2005), Rudge and Howe (2009), Solomon et al (1992), Straits and Nichols (2007), Yip (2006).…”

Section: Importancementioning

confidence: 92%

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

2011

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This paper refers to the development of a teaching innovation for the nature of science (NOS), for students aged 11-15, which specifically focuses on the interrelationship between science and technology. The development of the teaching and learning materials relied on inputs from three sources: the history and philosophy of science and technology, existing knowledge concerning the teaching and learning about the NOS, empirical data on students' initial ideas and difficulties about this topic. The first served to provide an account for the various forms of interaction between science and technology, which, in turn, guided the formulation of epistemologically coherent learning objectives. The second provided the pedagogical grounds on which to base the design of the activities. The third facilitated the design of activities that build on students' productive initial ideas, while providing them with guidance to resolve the difficulties they tend to encounter. In this paper, we describe the rationale underlying the teaching and learning materials and we describe the activity sequence they embody.

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Section: Importancementioning

confidence: 92%

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

2011

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“…Despite the large role of instructional materials in defining elementary science, little is known about the representation of the nature of science in elementary curriculum materials. Babikian (1975) Yip (2006) found that science textbooks focus mainly on the transmission of scientific facts and concepts contrary to the goals for the junior science curriculum. Carvalho and Carvalho (2002), point out that textbook writers fail to deal with subjects such as history and philosophy of science.…”

Section: Nature Of Science Curriculum Analysismentioning

confidence: 99%

The portrayal of the nature of science in early childhood instructional materials

Schrauth

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Science education has a dual role for society as it seeks to help students to understand what is currently known and accepted in regards to the natural world the content as well as help students to come to understand how science works the nature of science. While both must occur simultaneously as one without the other will not lead to science literacy, explicit teaching of the nature of science (NOS) is often overlooked. Many explanations may account for this oversight, this thesis will explore the portrayal of NOS in early childhood instructional materials. While many of the aspects of the nature of science are inherently abstract ideas, early childhood students should be provided experiences that provide a foundation for an accurate understanding later. Otherwise, misconceptions are developed early on and then reinforced leading to a very fuzzy portrayal for students.

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“…Science learning can be taught in line with the nature of science phenomena by suitable and proper learning approaches, models and methods. By suitable learning properties, students will realize and learn that scientific knowledge is obtained based on facts, giving rise to the view that scientists provide the correct answer to a question (Yip, 2006). Thus the nature of science is in line with constructivism learning, where learning does not only emphasize the product (Nugroho, 2017).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Generation, Evaluation, and Modification-Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua

Budiarti

Супармі

Sarwanto

et al. 2020

JPII

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This study intended to describe the effectiveness of the GEM-CL learning model selaras Bakar Batu cultural practice on chapter heat and temperature. This type of research was quasi-experiment with pretest and post-test control group design. The study population was all students of class XI IPA SMAN 1 Jayapura. The sampling technique used was simple random sampling. The selected classes were XI IPA-3 as an experimental class and class XI IPA-5 as a control class. Data collection instruments were tests based on higher-order thinking skills and questionnaires to collect students’ responses. Data analysis was done by t-test, N-gain, and effect size for data collecting from test data while data from questionnaires were analyzed by descriptive qualitative analysis. It was concluded that the model is effective to apply in physics learning to preserve students’ conceptual understanding and improve students’ higher-order thinking skills. Further study on GEM-CL to other cultural practices and physics chapter in Indonesia would would strengthen this learning model.

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Using History to Promote Understanding of Nature of Science in Science Teachers

Cited by 15 publications

References 4 publications

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

The Rationale for a Teaching Innovation About the Interrelationship Between Science and Technology

The portrayal of the nature of science in early childhood instructional materials

Effectiveness of Generation, Evaluation, and Modification-Cooperative Learning (Gem-Cl) Model Selaras Bakar Batu Cultural Practice in Papua

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