Download or read book The influence of history of science courses on students conceptions of the nature of science written by Fouad S. Abd-El-Khalick and published by . This book was released on 2000 with total page 1094 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influence of History of Science Courses on Students Conceptions of the Nature of Science written by Fouad S. Abd-El-Khalick and published by . This book was released on 2000 with total page 1094 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study assessed the influence of three history of science (HOS) courses on college students and preservice science teachers' conceptions of the nature of science (NOS), and examined whether participants who entered the investigated HOS courses with a conceptual framework consistent with current NOS views achieved more elaborate NOS understandings. The study also explored the aspects of the participant HOS courses that may have rendered them more effective in influencing students' conceptions. Participants were 141 undergraduate and graduate students enrolled in three HOS courses and 15 preservice science teachers enrolled in a science methods course in a mid-sized state university on the West Coast. Ten of the preservice teachers were enrolled in one of the participant HOS courses. An open-ended questionnaire was used to assess participants' pre- and post-instruction NOS views. Individual interviews were used to establish the questionnaire's validity. Twenty percent of the participants were randomly selected for the pre-instruction interviews and an equal percentage were interviewed at the end of the study. Other data sources included field notes, lecture audiotapes, and interviews with the HOS course professors. Almost all participants held inadequate views of several NOS aspects. Very few and limited changes were evident in participants' NOS views at the conclusion of the study. Change was evident in the views of relatively more participants, especially preservice science teachers, who entered the HOS courses with frameworks that were somewhat consistent with current NOS views. Moreover, explicitly addressing certain NOS aspects rendered the participant HOS courses relatively more effective in enhancing participants' NOS views. The results of this study do not lend empirical support to the intuitively appealing assumption held by many science educators that coursework in the HOS would necessarily enhance students and preservice science teachers' NOS views. Explicitly addressing specific NOS aspects might enhance the effectiveness of HOS courses in influencing students' views. Moreover, the study suggests that exposing preservice science teachers to explicit NOS instruction in science methods courses prior to their enrollment in HOS courses might increase the likelihood that their NOS views would be changed or enriched as a result of their experiences with HOS.

Download or read book The Influence of History of Science on Students Attitudes and Conceptions of the Nature of Science written by Mazen Muhieddine Kotob and published by . This book was released on 2006 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to investigate the effect of using history of scien ce, following the historical model described by Monk and Osborne (1997) while le arning science on students' attitudes toward science and their conceptions of th ree aspects of the nature of science (NOS). These aspects are namely the tentati ve, the empirical nature of scientific knowledge, and the role of scientists' cr eativity in the development of scientific knowledge. These specific aspects of t he NOS are addressed in the historical model used. Questionnaires were used to m easure the two constructs above, the nature of scientific knowledge scale (NSKS) and the test of science related attitudes (TOSRA), and achievement tests were u sed to compare students' content knowledge. Participants in the study are middle school students divided into two groups ser ving as experimental and control conditions. The first group, the experimental g roup, consists of 24 Grade 8 students who were taught two chemistry units (atomi c structure and chemical reactions) using Monk and Osborne model throughout one semester (3 months), while the second group, the control group, consisted of 24 grade 8 students who studied the same content, using the same model yet eliminat ing the historical components. The study is of the experimental type. The study involved a pre-post test design . Both the control and the experimental groups were administered the NSKS, the T OSRA and the achievement test as the pre tests. As an intervention the experimen tal group was taught the chemistry units using Monk and Osborne Model from the h istorical perspective; the control group was taught the same units using the sam e model but without the historical components. Following the teaching, students were administered the NSKS, TOSRA, and the achievement test as post-tests. An ANCOVA was used to compare results for participants in the experimental and t he control groups on attitude, three elements of the NOS, and the achievement te sts. A significant gain was observed in the means of the attitude scores. The ov erall NOS scores showed significant gain, yet only the tentative aspect scores s howed a significant gain among the studied elements. Finally the achievement tes ts scores did not show any significant difference between both groups. Results of this study provided support ...

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 2007-11-03 with total page 457 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 A Global Perspective written by Ben Akpan and published by Springer. This book was released on 2016-08-03 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science Education: A Global Perspective is ‘global’ both in content and authorship. Its 17 chapters by an assemblage of seasoned and knowledgeable science educators from many parts of the world seek to bring to the fore current developments in science education and their implications. The book thus covers a wide range of topics in science education from various national and international perspectives. These include the nature of science, science and religion, evolution, curriculum and pedagogy, context-based teaching and learning, science and national development, socially-responsible science education, equitable access for women and girls in science and technology education, and the benefits of science education research. It ends on an optimistic note by looking at science education in 50 years’ time with a recommendation, among others, for stakeholders to take the responsibility of preparing children towards a blossoming science education sector in an anticipated future world. This book is suitable for use by discerning researchers, teachers, undergraduate and postgraduate students in science education, and policy makers at all levels of education. Other educationalists and personnel in science and technology vocations will also find it interesting and useful as the reader-motivated approach has guided the presentation of ideas. Science Education: A Global Perspective is a rich compendium of the components of science education in context, practice, and delivery. Dr Bulent Cavas, Professor of Science Education, Dokuz Eylul Univerity, Buca-Izmir, Turkey/President-Elect, International Council of Associations for Science Education (ICASE) This book will be of immense relevance for current and future global strides in training and research in science education. Surinder K. Ghai, Chairman, Sterling Publishers Pvt. Ltd., New Delhi, India This book provides a refreshing insight into the current status and future direction of science education. It will be very useful to researchers, those pursuing undergraduate and post-graduate courses in science education, and all other personnel involved in the policy and practice of science education. Dr. Bennoit Sossou, Director/Country Representative, UNESCO Regional Office in Abuja, Nigeria

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 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.

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 Evolving Nature of Objectivity in the History of Science and its Implications for Science Education written by Mansoor Niaz and published by Springer. This book was released on 2017-10-26 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores the evolving nature of objectivity in the history of science and its implications for science education. It is generally considered that objectivity, certainty, truth, universality, the scientific method and the accumulation of experimental data characterize both science and science education. Such universal values associated with science may be challenged while studying controversies in their original historical context. The scientific enterprise is not characterized by objectivity or the scientific method, but rather controversies, alternative interpretations of data, ambiguity, and uncertainty. Although objectivity is not synonymous with truth or certainty, it has eclipsed other epistemic virtues and to be objective is often used as a synonym for scientific. Recent scholarship in history and philosophy of science has shown that it is not the experimental data (Baconian orgy of quantification) but rather the diversity / plurality in a scientific discipline that contributes toward understanding objectivity. History of science shows that objectivity and subjectivity can be considered as the two poles of a continuum and this dualism leads to a conflict in understanding the evolving nature of objectivity. The history of objectivity is nothing less than the history of science itself and the evolving and varying forms of objectivity does not mean that one replaced the other in a sequence but rather each form supplements the others. This book is remarkable for its insistence that the philosophy of science, and in particular that discipline’s analysis of objectivity as the supposed hallmark of the scientific method, is of direct value to teachers of science. Meticulously, yet in a most readable way, Mansoor Niaz looks at the way objectivity has been dealt with over the years in influential educational journals and in textbooks; it’s fascinating how certain perspectives fade, while basic questions show no sign of going away. There are few books that take both philosophy and education seriously – this one does! Roald Hoffmann, Cornell University, chemist, writer and Nobel Laureate in Chemistry

Download or read book Innovative Approaches in Science Education written by Gülden Gürsoy and published by Livre de Lyon. This book was released on 2021-08-15 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Innovative Approaches in Science Education

Download or read book Adapting Historical Knowledge Production to the Classroom written by P.V. Kokkotas and published by Springer Science & Business Media. This book was released on 2011-10-18 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aims of this book are: • to contribute to professional development of those directly involved in science education (science teachers, elementary and secondary science teacher advisors, researchers in science education, etc), • to contribute to the improvement of the quality of science education at all levels of education with the exploitation of elements from History of Science incorporated in science teaching –it is argued that through such approaches the students’ motivation can be raised, their romantic understanding can be developed and consequently their conceptual understanding of science concepts can be improved since these approaches make science more attractive to them– and • to contribute to the debate about science education at the international level in order to find new ways for further inquiry on the issues that the book is dealing with. The book is divided in two parts: The first expounds its philosophical and epistemological framework and the second combines theory and praxis, the theoretical insights with their practical applications.

Download or read book The Influence of the History of Science Course on Pre service Science Teachers Understanding of the Nature of Science Concepts written by Behiye Akcay and published by . This book was released on 2007 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results of this study indicate that explicitly addressing certain aspects of the nature of science is effective in promoting adequate understanding of the nature of science for pre-service science teachers. Moreover, the results indicate that a student's prior experience with the history of science helps to improve their understanding of the history and nature of science.

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 971 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 Representations of Nature of Science in School Science Textbooks written by Christine V. McDonald and published by Routledge. This book was released on 2017-04-21 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.

Download or read book Conference proceedings New perspectives in science education written by Pixel and published by libreriauniversitaria.it Edizioni. This book was released on 2014 with total page 494 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book International Handbook of Research in History Philosophy and Science Teaching written by Michael R. Matthews and published by Springer. This book was released on 2014-07-03 with total page 2487 pages. Available in PDF, EPUB and Kindle. Book excerpt: This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community Fabio Bevilacqua, Physics Department, University of Pavia

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 678 pages. Available in PDF, EPUB and Kindle. Book excerpt: