scholarly journals The Relationship between Scientific Inquiry and Communication Skills with Beliefs about the Nature of Science of Pre-Service Science Teachers’

2022 ◽  
Vol 9 (1) ◽  
pp. 192-213
Author(s):  
Bariş ÖZDEN ◽  
Nilgün YENİCE
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Communication Skills ◽  
Scientific Inquiry ◽  
Service Science ◽  
The Relationship

scholarly journals DO LABORATORY ACTIVITIES CONTRIBUTE TO A CONTEMPORARY CONCEPTION OF SCIENCE IN INITIAL TEACHER TRAINING?

2019 ◽  
Vol 16 (32) ◽  
pp. 983-995
Author(s):  
K. VALENCIA ◽  
V. SANJOSÉ ◽  
T. TORRES
Keyword(s):  
Teacher Training ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Work ◽  
Cross Sectional Study ◽  
Service Science ◽  
Cross Sectional ◽  
Laboratory Activities ◽  
Science Teacher Training ◽  
Undergraduate Programs

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

scholarly journals Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry

2015 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Sanlyn R. Buxner
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Informal Science Education ◽  
Scientific Practices ◽  
Structured Interviews ◽  
Research Experiences ◽  
Research Experiences For Teachers

<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>

Impact of Chinese Culture on Pre-service Science Teachers’ Views of the Nature of Science

2018 ◽  
Vol 27 (3-4) ◽  
pp. 321-355 ◽  
Author(s):  
Dongsheng Wan ◽  
Hongshia Zhang ◽  
Bing Wei
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Chinese Culture ◽  
Service Science
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