Saudi Arabian secondary school students’ views of the nature of science and epistemological beliefs: gendered differences

2021 ◽  
pp. 1-23
Author(s):  
Sun Young Kim ◽  
Amani K. Hamdan Alghamdi
Keyword(s):  
Secondary School ◽  
Nature Of Science ◽  
Epistemological Beliefs ◽  
Secondary School Students ◽  
Saudi Arabian ◽  
School Students

scholarly journals VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)

2017 ◽  
Vol 16 (3) ◽  
pp. 429-437
Author(s):  
Senar Temel ◽  
Şenol Şen ◽  
Özgür Özcan
Keyword(s):  
Secondary School ◽  
Nature Of Science ◽  
Prospective Teachers ◽  
Secondary School Students ◽  
Goodness Of Fit ◽  
Fit Indices ◽  
Validity And Reliability ◽  
School Students ◽  
Instrument Validity ◽  
Science Instrument

This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. Keywords: nature of science, NOSI-S, instrument reliability, secondary school students, instrument validity.

scholarly journals The story behind the discovery: integrating short historical stories in science teaching

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Naji Kortam ◽  
Muhamad Hugerat ◽  
Rachel Mamlok-Naaman
Keyword(s):  
Secondary School ◽  
Science Teaching ◽  
Nature Of Science ◽  
Secondary School Students ◽  
Science Curriculum ◽  
Electrical Current ◽  
School Students ◽  
Pedagogical Approach ◽  
Arab Schools ◽  
Scientific Ideas

AbstractThe use of the historical approach in teaching science has been studied for many years. Many researchers claimed that this approach has the power to improve students’ understanding of the nature of science (NOS) by emphasizing not only the products of science but also the evolution of its ideas. In this paper we will deal with historical stories which were integrated into the science curriculum of primary, middle, and secondary school students from Arab schools in the Israeli Galilee (270 students). Integrating short historical stories in science teaching is a pedagogical approach in which teachers use the chronological story of scientific discoveries and the evolution of scientific ideas in order to render students’ perceptions of the conceptual aspects of science, its processes and contexts more accurately. The stories in this paper refer to discoveries by four scientists: Galvani (the discovery of the electrical current), Fleming (the discovery of penicillin), Archimedes (the discovery of the floating principle), and Kekulé (the discovery of the structure of the benzene ring). At the completion of enacting this curriculum, the students were asked to write their reflections. By reading the students’ reflections we found out that they noticed that certain circumstances must be present in order to enable a scientist to make his discovery.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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