Effects of Islamic Scientist History on Seventh Graders' Understandings of Nature of Science in a Thai Islamic Private School

2021 ◽  
Vol 10 (2) ◽  
pp. 282-291
Author(s):  
R. Safkolam ◽  
P. Khumwong ◽  
C. Pruekpramool ◽  
A. Hajisamoh
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Private School ◽  
School Context ◽  
Structured Interview ◽  
Seventh Graders ◽  
Design Data ◽  
Significance Level ◽  
History Of ◽  
Convergent Design

Societies and cultures influence students' understandings of the nature of science (NOS). An approach to promote an accurate understanding of the nature of science is to manage the learning based on students' contexts through the integration of their social, cultural, and religious stories. Hence, this study investigated the pedagogical effects of Islamic scientist history on seventh graders' understandings of the nature of science in an Islamic private school, Yala Province, Thailand. Through a mixed-methods convergent design, data were collected from 30 seventh graders in an Islamic private school of Yala who were selected through a convenience sampling. The instruments were 1) a NOS questionnaire and 2) a semi-structured interview on the understanding of the nature of science. The quantitative data were statistically analyzed using mean, standard deviation, and a dependent t-test. The qualitative data were analyzed through content analysis and categorized into three groups based on the views of the nature of science: informed views (IV), transitional views (TV), and naive views (NV). Results revealed that the students who learned from the history of Islamic scientists had gained higher mean scores on the understanding of the nature of science at the .05 significance level and transformed their views from transitional (TV) and naive (NV) to informed (IV) in every aspect of the nature of science. This can be summarized that applying the history of Islamic scientists with the explicit reflective NOS teaching is practical in Islamic private school. To make this change happen in the unique school context, science teachers must devote time to analyzing the NOS hidden in the history of Islamic scientists. In addition, another Islamic context, such as local Islamic wisdom, could also promote the understanding of the NOS for students in private Islamic schools.

A science faculty's transformation of nature of science understanding into his teaching graduate level chemistry course

2015 ◽  
Vol 16 (1) ◽  
pp. 133-142 ◽  
Author(s):  
Sevgi Aydin
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Instructional Strategy ◽  
Structured Interview ◽  
Graduate Course ◽  
Learning And Teaching ◽  
Science Courses ◽  
Science Understanding ◽  
Need For Support ◽  
Field Notes

This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms accessible to his students. Data included observations (through the 12-week semester) and field notes, Views of Nature of Science-Form B, as well as semi-structured interview. Deductive analysis based on existing codes and categories was applied. Results revealed that robust SMK and interest in nature of science helped him address the different nature of science aspects, and produce original content-embedded examples for teaching nature of science. Although he was able to include nature of science as a part of a graduate course and to address nature of science myths that graduate students had, nature of science assessment was missing in his teaching. When subject matter knowledge and nature of science understanding support each other, it may be a key element in successful nature of science learning and teaching. Similar to science teachers, the development of assessment of nature of science may take more time than the development of other components of instruction (i.e., instructional strategy) for science faculties. Hence, this result may be an indication of the specific need for support to develop this component of teaching.

scholarly journals An Explicit and Integrated NOS Flow Map in Instruction of Nature of Science based on the History of Science.

2018 ◽  
pp. 646-655
Author(s):  
Jun-Young Oh
Keyword(s):  
Education Reform ◽  
History Of Science ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Special Theory ◽  
Theory Of Relativity ◽  
History Of ◽  
The Individual ◽  
Flow Map

The aims of this research are, (ⅰ) to consider Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of Nature of Science (NOS), and (ⅱ) to explore the inter-relationships within the individual elements or tenets of nature of science (NOS), based on the dimensions of scientific knowledge in science learning, this study suggests that instruction according to our Explicit Integrated NOS Map should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy. And it shows that these perspectives of the history of science are well applied to Einstein’s special theory of relativity. Therefore, an Explicit Integrated NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

scholarly journals EMI in Vietnam: What High School Teachers Think and Do

2020 ◽  
Vol 4 (1) ◽  
pp. 36-52
Author(s):  
Thi Phuong Doan Nguyen ◽  
Van Loi Nguyen
Keyword(s):  
High School ◽  
Science Teachers ◽  
English Proficiency ◽  
School Context ◽  
Mekong Delta ◽  
Structured Interview ◽  
Student Response ◽  
Science Content ◽  
Current Case ◽  
Content Coverage

The current case study was driven by a recent policy on using English as a medium of instruction (EMI) in the mainstream school system in Vietnam. It aimed to explore what science teachers believed and reported doing about EMI in teaching science subjects in the high school context. Nine EMI teachers of different science subjects at a specialized high school in the Mekong Delta of Vietnam participated in a semi-structured interview. Thematic analysis revealed the perceived positive impacts on teachers’ and students’ English proficiency, and negative influences on science content coverage. In practice, the teachers reported a focus on simple contents, explaining specialized terminologies and key concepts as the input. They mainly employed a lecture style and teacher initiation-student response interaction, switching between English and Vietnamese during their lessons. These results imply that EMI across the curriculum has the potential to improve English proficiency of students, but the EMI policy needs to consider its transparency in goals and communication to stakeholders especially teachers and school managers.   

scholarly journals An Explicit and Integrated NOS Flow Map in Instruction of Nature of Science based on the History of Science

2019 ◽  
pp. 935-944
Author(s):  
Jun-Young Oh
Keyword(s):  
Education Reform ◽  
History Of Science ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Special Theory ◽  
Theory Of Relativity ◽  
History Of ◽  
The Individual ◽  
Flow Map

The aims of this research are, (ⅰ) to consider Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of Nature of Science (NOS), and (ⅱ) to explore the inter-relationships within the individual elements or tenets of nature of science (NOS), based on the dimensions of scientific knowledge in science learning, this study suggests that instruction according to our Explicit Integrated NOS Map should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy. And it shows that these perspectives of the history of science are well applied to Einstein’s special theory of relativity. Therefore, an Explicit Integrated NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

scholarly journals The Effect of Documentary Films on Preservice Science Teachers’ Views of Nature of Science

2019 ◽  
Vol 2 (3) ◽  
pp. 97-107
Author(s):  
Hakan Şevki Ayvacı ◽  
Dilek Özbek
Keyword(s):  
Preservice Teachers ◽  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Documentary Films ◽  
Science Courses ◽  
Preservice Science Teachers ◽  
Post Test ◽  
History Of

Understanding the nature of science, one of the most important dimensions of scientific literacy, is regarded as an absolute necessity in science education. To teach students the nature of science, science teachers should emphasize the nature of science in the classrooms. This is possible through the training of science teachers with knowledge of the nature of science. In this study, documentary films were used to teach preservice science teachers about the nature of science. This study aims to investigate the effect of nature of science course conducted with documentary films on preservice science teachers’ views of nature of science. The study, in which the experimental design was used, was conducted with 30 preservice teachers in nature of science and history of science courses. Throughout the courses, documentary films were watched, and nature of science aspects of the documentary films was discussed. The Views of Nature of Science Questionnaire (VNOS-C) was used as pre-test and post-test, and the data were analyzed with SPSS. As a conclusion, preservice science teachers’ views regarding the nature of science were enhanced after the implementation.

Beliefs of preschool teacher candidates about the nature of science

2020 ◽  
Vol 8 (4) ◽  
pp. 774-783
Author(s):  
Güzin Özyılmaz ◽  
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teacher Candidates ◽  
Preschool Education ◽  
Preschool Teacher ◽  
Spring Semester ◽  
Teachers Beliefs ◽  
Aim Of Science ◽  
Academic Year

The aim of science education is to enable children to become “science-literate.” Science literacy is defined as taking responsibility for and making decisions about situations requiring scientific understanding and having sufficient knowledge, skills, attitudes and understanding of values to put their decisions into practice. Revealing teachers’ beliefs can help to understand the types of experiences presented by teachers in their classrooms. Inadequate understandings and misbeliefs of teachers shape the first perceptions of children about the NOS when they are formally introduced with science education in their early childhood. Most of the studies were also performed with science teachers and there have been few studies conducted with preschool teachers. Therefore, the present study was directed towards determining NOS beliefs of preschool teacher candidates. To achieve this aim, Nature of Science Beliefs Scale (NOSBS), developed by Özcan and Turgut (2014), was administered to the preschool teacher candidates studying in Preschool Education Department of Buca Education Faculty at Dokuz Eylül University in the spring semester of the 2018-2019 academic year. In the study, the NOS beliefs of the teacher candidates were found to be acceptable in general. While the findings of this study are consistent with those revealed in several relevant studies in the literature

Burden of Care Among Mothers Having Children with Congenital Heart Diseases

2020 ◽  
Vol 40 (2) ◽  
pp. 72-77
Author(s):  
Nita Sharma ◽  
Pratima Sharma ◽  
Tulashi Adhikari Mishra
Keyword(s):  
Heart Disease ◽  
Congenital Heart ◽  
Heart Diseases ◽  
Sampling Technique ◽  
Structured Interview ◽  
Health Condition ◽  
P Value ◽  
Burden Of Care ◽  
Cross Sectional ◽  
Significance Level

Introduction: Congenital Heart Disease (CHD) is a problem with structure and function of the heart that is present at birth.  Children with CHD require special care, treatment and follow up for a number of common conditions which may be quite straining to the care givers. The objective of the study was to find out the burden of care among mothers having children with CHD. Methods: This descriptive cross-sectional study was carried out in a cardiac centre of Nepal. A total of 95 mothers having children with CHD attending outpatient department of our institute were selected as the sample for the study using non-probability purposive sampling technique. A semi structured interview questionnaire consisting of the Modified Caregiver Strain Index was used to assess the burden of care among mothers having children with CHD. Frequency and percent were used to describe the variables and chi- square test at 0.05 significance level was used to analyse associations. Results: Most (77.9%) of the mothers were regularly strained to find that their children’s health condition was deteriorating due to CHD. Nearly half (44.2%) of the mothers always had financial constrain while giving care to the child, nearly half (40%) of the mothers had done emotional adjustments to take care of their children with CHD, another two-fifths (28.4%) of the mothers sometimes had disturbed sleep and almost half (46.3%) of the mothers were always upset due to some behaviour of their child with CHD. Half (50.5%) of the mothers had high level of burden of care. Statistically significant association were found between age of the mother and level of burden of care (p value = 0.05). Similarly, the type of family (p value = 0.005), age of the children (p value = 0.000) and type of CHD (p value = 0.002) were significantly associated with the level of burden of care among the mothers. Conclusion: The study concluded that mothers tend to feel less burden of care as the child grows older, mothers having children with cyanotic heart disease tend to experience more burden of care. Mothers of less than thirty years of age and living in a joint family also experience more burden of care.  

An Introduction to Nonlinear Chemical Dynamics

1998 ◽  
Author(s):  
Irving R. Epstein ◽  
John A. Pojman
Keyword(s):  
Flow Reactor ◽  
Chemical Dynamics ◽  
Design Data ◽  
Chemical Oscillators ◽  
Starting Point ◽  
Hands On ◽  
Undergraduate Laboratory ◽  
History Of ◽  
Mechanistic Basis ◽  
Nonlinear Chemical Dynamics

Just a few decades ago, chemical oscillations were thought to be exotic reactions of only theoretical interest. Now known to govern an array of physical and biological processes, including the regulation of the heart, these oscillations are being studied by a diverse group across the sciences. This book is the first introduction to nonlinear chemical dynamics written specifically for chemists. It covers oscillating reactions, chaos, and chemical pattern formation, and includes numerous practical suggestions on reactor design, data analysis, and computer simulations. Assuming only an undergraduate knowledge of chemistry, the book is an ideal starting point for research in the field. The book begins with a brief history of nonlinear chemical dynamics and a review of the basic mathematics and chemistry. The authors then provide an extensive overview of nonlinear dynamics, starting with the flow reactor and moving on to a detailed discussion of chemical oscillators. Throughout the authors emphasize the chemical mechanistic basis for self-organization. The overview is followed by a series of chapters on more advanced topics, including complex oscillations, biological systems, polymers, interactions between fields and waves, and Turing patterns. Underscoring the hands-on nature of the material, the book concludes with a series of classroom-tested demonstrations and experiments appropriate for an undergraduate laboratory.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

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