Download or read book Effect of Research Experiences on Teachers Perceptions of the Nature of Science written by Suchin Visavateeranon and published by . This book was released on 1992 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Exploring the Impact of Science Research Experiences for Teachers Stories of Growth and Identity written by Sanlyn Rebecca Buxner and published by . This book was released on 2010 with total page 1084 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative study investigated changes in teachers' understandings about scientific inquiry and nature of science as well as science teaching as a result of participation in one of three summer science research programs. This study also explored what teachers reported valuing about their experiences as they progressed through the program and returned to their classrooms. Data were collected through open-ended surveys, semi-structured interviews, program observation and artifact analysis before, during, and after the research programs as well as follow-up surveys and semi-structured interviews six to nine months after the research programs had ended. In addition to overall findings, six cases are presented to highlight changes and growth that occurred. Participation in these programs did not always lead to the outcomes intended by facilitators, such as strong changes in teachers' understandings about scientific inquiry and full implementation of research with their students; yet there were significant positiveoutcomes from participants' perspectives. Teachers' understandings of scientific inquiry and nature of science changed in small ways as measured by a modified Views of Scientific Inquiry/Views of Nature of Science Survey; however, participants changed their descriptions of science teaching after the programs. These descriptions included more affective goals for their students, the use of more student centered activities, and the importance of engaging students in research. On their post surveys, participants reported their intentions to implement more classroom inquiry, including science research. In follow-up surveys and interviews teachers reported engaging students in more active roles in their classrooms. In addition, teachers reported valuing a number of other outcomes from their participation in these programs. These included increased knowledge and skills in science, insider information about professional science, increased credibility, professional and personal growth, and improvements in students' knowledge and engagement in science and research. An emergent finding of the study was that participating in these research programs had an influence on some participants' identities related to doing science, being a scientist, and teaching science.
Download or read book Teachers Perceptions of the Nature of Science written by Michael Okumu and published by LAP Lambert Academic Publishing. This book was released on 2012 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study was conducted to explore and examine the teachers' perceptions of the nature of science and its influence on the teaching and learning of secondary school Physics. The perception of the learners and teachers considered in this study is the cognitive experimental process within which a teacher/learner psychologically reaches out his/her environment. He/she encounters some aspects of it, brings those aspects into relationship with himself/herself in relation to what he/she makes of them and realizes the consequences of the entire process. Learning is a perceptional organization and reorganization of behaviours. Teaching is a planned and purposively learners-teacher interaction and contact with an intention of closing the gap between them. Classroom-learning environment is the locality or place where learning occurs. The study particularly sought to explore the teachers' perceptions of the nature of Science and its influence on the teaching and learning of secondary school Physics. The study was conducted using a cross- sectional survey design coupled with a descriptive approach to strengthen the quantitative data.
Download or read book Handbook of Research on Science Education written by Sandra K. Abell and published by Routledge. This book was released on 2013-03-07 with total page 1345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built. The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community. As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities. The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.
Download or read book The Nature of Science in Science Education written by W.F. McComas and published by Springer Science & Business Media. This book was released on 2006-04-11 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is the first book to blend a justification for the inclusion of the history and philosophy of science in science teaching with methods by which this vital content can be shared with a variety of learners. It contains a complete analysis of the variety of tools developed thus far to assess learning in this domain. This book is relevant to science methods instructors, science education graduate students and science teachers.
Download or read book Scientific Inquiry and Nature of Science written by Lawrence Flick and published by Springer Science & Business Media. This book was released on 2007-10-23 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.
Download or read book Science Education Science education and the formal curriculum written by John K. Gilbert and published by Taylor & Francis. This book was released on 2006 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt: Udvalgte artikler fra 1985-2005, fordelt på 8 temaer: The relationship between science and science education ; Aims of the formal science curriculum and the needs of the students ; Science education in the formal curriculum ; Assessment in formal science education ; Teaching in science education ; Learning in science education ; The conceptual development of students in science education ; The professional development of science teachers
Download or read book Advances in Nature of Science Research written by Myint Swe Khine and published by Springer Science & Business Media. This book was released on 2011-09-18 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term ‘Nature of Science’ (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications. Advances in Nature of Science Research explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology. The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research.
Download or read book Preservice Teachers Perception about Nature of Science written by Prasart Nuangchalerm and published by . This book was released on 2009 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher student is an important role improving their own perception what science should be anticipated in classroom. Also, science learning in the current studies try to have relied understanding in the nature of science. This research aimed to study teacher students' perception in the nature of science. One hundred and one of junior teacher students were studied by interviewing and questionnaire. Data were collected, categorized and analyzed in terms of students perceived about nature of science. Results can be presented in three manifests. First, teacher students perceived their own nature of science in term of knowledge construction. It can be raised into five criteria: science as a subject that studied natural phenomena, science as a body of knowledge, science as inquiry process, science as a thinking process and science as a description of moral and ethics. Second, teacher students perceived their nature of science in term of process of knowledge construction. They expressed their opinions that no observation and experiment, no science. Finally, teacher students perceived their nature of science in terms of scientific enterprise. They expressed their opinions by means of relationship between Science, Technology and Society (STS). Science is a part of society, its role is important for social development and self-actualization. Some of them referred to science in negative point of view. [This study was financially supported by the Mahasarakham University research fund. "The Social Sciences" is published by Medwell Journals.].
Download or read book Teachers Conceptions of the Nature of Science written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 568 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research as an Instrument for Change written by Nancy Pierce Morabito and published by . This book was released on 2013 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nature of Technology written by Michael P. Clough and published by Springer Science & Business Media. This book was released on 2013-09-03 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: How does technology alter thinking and action without our awareness? How can instantaneous information access impede understanding and wisdom? How does technology alter conceptions of education, schooling, teaching and what learning entails? What are the implications of these and other technology issues for society? Meaningful technology education is far more than learning how to use technology. It entails an understanding of the nature of technology — what technology is, how and why technology is developed, how individuals and society direct, react to, and are sometimes unwittingly changed by technology. This book places these and other issues regarding the nature of technology in the context of learning, teaching and schooling. The nature of technology and its impact on education must become a significant object of inquiry among educators. Students must come to understand the nature of technology so that they can make informed decisions regarding how technology may influence thinking, values and action, and when and how technology should be used in their personal lives and in society. Prudent choices regarding technology cannot be made without understanding the issues that this book raises. This book is intended to raise such issues and stimulate thinking and action among teachers, teacher educators, and education researchers. The contributions to this book raise historical and philosophical issues regarding the nature of technology and their implications for education; challenge teacher educators and teachers to promote understanding of the nature of technology; and provide practical considerations for teaching the nature of technology.
Download or read book Handbook of Research on Science Education Volume II written by Norman G. Lederman and published by Routledge. This book was released on 2014-07-11 with total page 2490 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.
Download or read book The Condition of Education 2011 written by Nabeel Alsalam and published by Government Printing Office. This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Preservice Teachers Views of the Nature of Science During a Postbaccalaureate Science Teaching Program written by Bruce Cristopher Palmquist and published by . This book was released on 1993 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Using the History of Science in Science Lessons on Meaningful Learning written by Hayati Seker and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This dissertation presents a four-month study which investigated the effectiveness of curriculum materials incorporating the history of science on learning science, understanding the nature of science, and students' interest in science. With regards to these objectives, three different class contexts were developed with three main types of historical information. In the first class context, the similarities between students' alternative ideas and scientific concepts from the history of science were considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the ways scientists produce scientific knowledge. In the third class context, short stories about scientists' personal lives were used without connection to the concepts of science or nature of science. Ninety-four eighth-grade students were randomly assigned to four classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the four classrooms were taught using the contexts provided by the history of science while the fourth class was taught in the same way that the teacher had used in previous years. The effects on student meaningful learning, perceptions of the nature of science, and interest in science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the first class context were higher than other classes but the differences between classes were not significant. The history of science affected student perceptions of the process of science and the role of inference in the process of science. Stories from scientists' personal lives consistently stimulated student interest in science, while discussions of scientific methods without these stories decreased student interest. The positive effects of stories relating scientist' personal life on student interest in science has major importance for the teaching of science. This research also helps to clarify different class contexts which can be provided with different types and uses of historical information.
