scholarly journals Analysis of candidate teachers’ opinions on how to benefit from history of science in science education according to decision-making strategiesÖğretmen adaylarının fen eğitiminde bilim tarihinden nasıl yararlanılacağına yönelik görüşlerinin karar verme stratejilerine göre incelenmesi

2016 ◽  
Vol 13 (3) ◽  
pp. 4831
Author(s):  
Şebnem Kandil İngeç ◽  
Mustafa Erdemir ◽  
Kamile Tekfidan
Keyword(s):  
Decision Making ◽  
Science Education ◽  
History Of Science ◽  
Science Teachers ◽  
Likert Scale ◽  
School Science ◽  
Positive Contribution ◽  
History Of ◽  
Primary School Science ◽  
Science Classes

This study aims to determine candidate science teachers’ opinions on how to utilize history of science and whether their opinions display difference in terms of decision-making strategy variables and also to develop recommendations by means of acquired data. The research is a descriptive research based on screening model. Study group consists of 105 candidate teachers who are studying in Primary School Science Teaching Department.“Decision-making styles” four (4) point likert scale and five point likert type “how to benefit from History of Science in Science classes” five (5) point likert scale were used in order to obtain data. The findings shows that candidate teachers stated that they agree on use of History of Science in science classes with an average of 3,96±0,47. In their decision making strategies, they expressed that made logical decisions by 2,84±0,48, impulsive decisions by 2,56±0,41, dependent decisions by 2,25±0,32 and indecisive decisions by 2,35±0,50.A significant relation was found between candidate teachers’ opinions on utilizing History of Science in Science classes and their decision making strategies. It was observed that there is a relation between candidates’ situation of decision making and positive contribution of History of Science in classes in terms of conceptual and processual dimension. It was seen that opinions of candidates on utilizing History of Science in science education do not change depending on their decision making strategies. ÖzetÇalışmanın amacı, fen bilgisi öğretmen adaylarının bilim tarihinden nasıl yararlanacaklarına ilişkin görüşlerinin karar verme strateji değişkeni açısından farklılık gösterip göstermediğini belirlemektir. Araştırma tarama modeline dayalı betimsel bir çalışmadır. Çalışma grubu grubu Matematik ve Fen Bilimleri Eğitimi Bölümü Fen Bilgisi Öğretmenliği Ana Bilim dalında öğrenim gören 105 öğretmen adayından oluşmaktadır.Verilerin elde edilmesinde “karar verme stratejileri” dörtlü (4) likert ölçeği ve “fen derslerinde bilim tarihinden nasıl yararlanılır” beşli (5) likert ölçeği kullanılmıştır. Araştırma sonucunda öğretmen adayları fen derslerinde bilim tarihinin kullanılmasına 3.96±0.47 ortalama ile katıldıklarını belirtmişlerdir. Karar verme stratejilerinde 2.84±0.48 mantıksal, 2.56±0.41 ile içtepisel, 2.25±0.32 bağımlı ve 2.35±0.50 kararsız karar verdiklerini belirtmişlerdir.Fen Bilgisi öğretmen adaylarının mantıklı karar verme stratejilerini kullanma düzeyleri ile bilim tarihinden kavramsal ve süreçsel anlamada yararlanmaya yönelik görüşleri arasında düşük düzeyde, pozitif ve anlamlı bir ilişki tespit edilmiştir. Ayrıca öğretmen adaylarının fen eğitiminde bilim tarihinden yararlanmaya yönelik görüşlerinin karar verme stratejilerine bağlı olarak farklılaşmadığı tespit edilmiştir.

scholarly journals Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning

2020 ◽  
Vol 16 (2) ◽  
pp. 61-68
Author(s):  
A. Koumara ◽  
K. Plakitsi
Keyword(s):  
Science Teachers ◽  
Scientific Knowledge ◽  
Lesson Plan ◽  
Relevant Literature ◽  
School Science ◽  
Implementation Phase ◽  
Expansive Learning ◽  
History Of ◽  
Teachers Professional Development ◽  
Science Classes

A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.

scholarly journals Science as a network and its applications in the analysis of the image of science in instructional teaching materials for the classroom

2014 ◽  
Vol 7 (2) ◽  
pp. 314-324
Author(s):  
Diana Farías ◽  
Agnaldo Arroio
Keyword(s):  
Science Education ◽  
Network Analysis ◽  
History Of Science ◽  
Complex Network ◽  
Scientific Activity ◽  
Historical Narrative ◽  
Contemporary World ◽  
Teachers And Students ◽  
History Of ◽  
Science Classes

The inclusion of historical content in science classes has been widely discussed even before science education emerged as a discipline. In this paper we aim to show that when science is understood as a complex network, network analysis can be used to identify and strengthen elements that make up its historical narrative. This narrative can then be introduced at school in order to communicate a more contextualized, human, and connected image of science more akin to scientists’ science. First, we show some applications of a methodology based on Bruno Latour’s model of science circulation in the analysis of various classroom materials: textbooks, documentaries, movies, and biographies. Then, based on the results of these applications we discuss the model’ sapplications we discuss the model’s we discuss the model’s vast potential for identifying various aspects that could be strengthened in the classroom, thus providing the possibility of writing a more “personalized” history of science, one more in tune with teachers’ and students’ varying interests and that more closely resembles what scientific activity actually means in the contemporary world.

scholarly journals Looking back at “our science” and “our history”: an exploration of Korean preservice science teachers’ encounters with East Asian history of science

2021 ◽  
Author(s):  
Wonyong Park ◽  
Jinwoong Song
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
History Of Science ◽  
Science Teachers ◽  
Science Studies ◽  
Science Teacher Education ◽  
East Asian ◽  
Preservice Science Teachers ◽  
History Of ◽  
Asian History

AbstractDespite the long-standing interest among science educators in using history of science in science teaching, little has been discussed around whether and how non-Western histories of science could be incorporated into science education. This study considers some opportunities and challenges of addressing East Asian history of science (EAHOS) in the science teacher education context, drawing on postcolonial science studies and global history of science. Eight undergraduate preservice science teachers (PSTs) participated in sessions on EAHOS. Our aim was to investigate the PSTs’ perceptions relating to the nature of EAHOS and its relevance to science teaching. Using interviews and reflective essays, we explore the tension coming from their dual positions as science teachers and East Asian people as they entered into the unfamiliar territory of EAHOS. When they were considering themselves specifically as science teachers, they tended to focus on the aspects of EAHOS as knowledge and concluded that it has little to do with achieving the aims of science teaching because is not part of modern science. On the contrary, when they were talking about their roles as teachers in general, they were able to come up with several educational benefits that EAHOS can offer to students, particularly in its relation to worldview and history. Additionally, several mixed feelings were expressed about the way EAHOS is often portrayed as “our” history about “our” science. Overall, the experience of exploring and discussing EAHOS provided the PSTs with an opportunity to critically reflect on science education and their responsibility as teachers in the context of broader society and culture.

scholarly journals História da Ciência e relações de gênero: a publicação de “Sir Isaac Newton’s philosophy explained for de use of ladies. In six dialogues on light and colours”

2018 ◽  
Vol 2 (3) ◽  
pp. 325
Author(s):  
Leandro Londero ◽  
Monica Abrantes Galindo ◽  
Marcos Serzedello
Keyword(s):  
Science Education ◽  
History Of Science ◽  
Gender Relations ◽  
Gender Issues ◽  
Education History ◽  
Science And Society ◽  
Maternal Role ◽  
Participation Of Women ◽  
History Of ◽  
And Gender

Resumo: Analisamos na tradução feita para o inglês, por Elisabeth Carter, em 1739, a obra de Francesco Algarotti “Sir Isaac Newton’s philosophy explain’d for the use of ladies. In six dialogues on light and colours”. Buscamos compreender os aspectos que a caracterizam como uma publicação para damas e identificar possíveis questões de gênero. Identificamos na obra uma tendência machista na ciência e elementos que evidenciam um imaginário de que a mulher não teria as qualidades necessárias para compreender a ciência, elementos esses coerentes com a transição de um período em que as mulheres eram consideradas inferiores em todos os aspectos para um outro no qual a construção do papel materno aparece como fundante de uma concepção de mulher não mais inferior, mas fundamentalmente diferente do homem e com papeis complementares a ele. Podemos dizer que esses imaginários podem influenciar as possibilidades de participação das mulheres na empreitada científica.Palavras-chave: Educação em Ciências; História da Ciência; Ciência e Sociedade (Gênero). History of Science and gender relations: a publication of “Sir Isaac Newton’s philosophy explained for de use of ladies. In six dialogues on light and colours”Abstract: We analyze Elisabeth Carter's 1739 translation of Francesco Algarotti's "Sir Isaac Newton's philosophy explain'd for the use of ladies. In six dialogues on light and colors. "We seek to understand the aspects that characterize it as a publication for ladies and to identify possible gender issues. We identified in the work a macho tendency in science and elements that evidence an imaginary that women would not have the qualities necessary to understand science, elements that are consistent with the transition from a period in which women were considered inferior in all respects to a another in which the construction of the maternal role appears as the founder of a conception of woman no longer inferior but fundamentally different from man and with roles complementary to him. We can say that these imaginary can influence the possibilities of participation of women in the scientific enterprise.Keywords: Science Education, History of Science; Science and Society (Gender). 

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

scholarly journals Conceptions of science teachers about the use of ICT in teaching practice

2019 ◽  
pp. 58-71
Author(s):  
Maria Inês Ribas Rodrigues ◽  
Ludmylla Ribeiro Dos Santos
Keyword(s):  
Science Education ◽  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
Communication Technologies ◽  
Developed Countries ◽  
School Science ◽  
Information And Communication

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers (one from each school). Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT (Information and Communication Technologies) in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil.   Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies.

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