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.

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.

scholarly journals COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO

2016 ◽  
Vol 15 (1) ◽  
pp. 97-108
Author(s):  
Jingying Wang ◽  
Ying Zhao
Keyword(s):  
Science Education ◽  
Nature Of Science ◽  
Science Teachers ◽  
Curriculum Reform ◽  
Scientific Inquiry ◽  
Scientific Literacy ◽  
Science Inquiry ◽  
School Science ◽  
High School Science ◽  
K 12

Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers’ views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers’ education are proposed. Key words: epistemological belief in science, nature of science, scientific inquiry.

scholarly journals View of Nature of Science (VNOS) Form B: An Instrument for Assessing Preservice Teachers View of Nature of Science at Borneo University Tarakan

2017 ◽  
Vol 3 (1) ◽  
pp. 45
Author(s):  
Listiani Listiani ◽  
Arieaf Ertha Kusuma
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Nature Of Science ◽  
Science Teachers ◽  
Biology Teachers ◽  
Preservice Science Teachers ◽  
Science Concepts ◽  
Bahasa Indonesia

VNOS form B is an instrument that has been developed and revised to assess the view of nature of science of preservice science teachers through nature of science aspects.Indeed, students and teachers have to have the view of nature of science to avoid misconceptions of science concepts. Unfortunately, research on the view of Nature of Science is less conducted in Indonesia. This is a qualitative research that was conducted in Borneo University Tarakan. Respondents are preservice biology teachers in the sixth semester. The first step of this research is translating and adapting the VNOS form B into Bahasa Indonesia to make sure that the instrument is culturally fit to Indonesian and the transadapted instrument then given to the respondents. The result shows that the VNOS form B can be applied to assess the view of nature of science of preservice biology teachers. However, the result also shows that most of preservice biology teachers have few understanding on aspects of nature of scince.

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 A Study on Demonstration of the Nature of Science in Science Textbooks: History and Philosophy of Science Perspectives

2020 ◽  
Vol 9 (3) ◽  
Author(s):  
Z. Ayık ◽  
B. Coştu
Keyword(s):  
Science Education ◽  
Philosophy Of Science ◽  
Nature Of Science ◽  
Science Teachers ◽  
Service Science ◽  
Science Content ◽  
Science Textbooks ◽  
Post Test ◽  
Quasi Experimental ◽  
Positive Effect

Many scholars in the teaching of science put forth that the perennial target of science education is to teach the nature of science (NOS), and science textbooks play a crucial role in the teaching of the nature of science (NOS). Understanding the nature of science is said to be effective when both understanding science concepts and doing science. Numerous studies focus on the teaching of NOS. This study investigates the effect of a science content that is prepared in history and philosophy of science (HPS) perspective on the NOSunderstandings of pre-service science teachers. 34 sophomore pre-service science teachers participated in the study. The quasi-experimental method was used by employing a pre-test, an intervention, and a post-test which is the same as the pre-test. The intervention involved the presentation of science content from the HPS perspective in six weeks long of discussions. Data were collected through a survey that revealed categorical views regarding the characteristics of the NOS. The results showed that the demonstration of atom theories in the HPS perspective gave a positive effect on the pre-service science teachers in understanding the NOS.

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

Science education: too much of too little.

1990 ◽  
Vol 258 (6) ◽  
pp. S3 ◽  
Author(s):  
R L Malvin
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Science Teachers ◽  
School Children ◽  
Scientific Literacy ◽  
Scientific Productivity ◽  
College And University ◽  
The Subject ◽  
University Scientists ◽  
Read Number

By all measures attempted, scientific literacy of the American public is sadly wanting. The vast majority of our secondary school children and adults have no knowledge of most of the basic terms or concepts of science. The reasons for this shortcoming are many but prominent among them are sadly deficient texts, teachers untrained in the subject matter they teach, and college and university scientists who divorce themselves from the problem, although probably deploring it. Our institutions are no aid. They reward scientific productivity (read: number of papers published per year and research dollars), not teaching. Some suggested cures are production of better texts, training of science teachers in the field in which they teach, and, most importantly, involvement of scientists in the process. We must be willing to spend some of our time with secondary school pupils and their teachers. All will gain from the experience.

scholarly journals Primary Student Teachers’ Understanding of Basic Ideas of Nature of Science: Laws, Theories and Models

2017 ◽  
Vol 7 (1) ◽  
pp. 127 ◽  
Author(s):  
Constantina Stefanidou ◽  
Constantine Skordoulis
Keyword(s):  
Science Education ◽  
Student Teachers ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Policy Making ◽  
Historical Context ◽  
Structured Interviews ◽  
International Policy ◽  
Primary Student ◽  
Basic Ideas

Nature of Science is an integral part of scientific literacy which researchers and international policy-making institutions highlight as the purpose of science education. The notions of scientific law, theories and models are crucial for understanding the Nature of Science. These notions are better grasped in the historical context of Nature of Science.  For this purpose, appropriate instructional sequences, based on semi-structured interviews, were designed and implemented to investigate whether and how the student teachers of Primary Education can perceive these concepts. The study revealed that after particular difficulties were confronted, student teachers were able to grasp firmly the notions of scientific law, theories, models and the relationships among them.

Sign in / Sign up

Export Citation Format

Share Document