scholarly journals Epistemological Contributions Derived from an Investigative Method in an Experimental Class in the Study of Hooke's Law

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Osmar Henrique Moura Silva ◽  
Carlos Eduardo Laburú ◽  
Sérgio Camargo ◽  
Airton Acácio Castilho Christófalo
Keyword(s):  
High School ◽  
Science Education ◽  
Teacher Training ◽  
Philosophy Of Science ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Classroom Environment ◽  
Hooke’S Law ◽  
Hooke's Law ◽  
Structured Questionnaire

Insofar as the students' conceptions of the nature of science are by the educator's conduct about the construction of scientific knowledge and thus can be modeled even subconsciously in the classroom environment, it becomes imperative cautious adoption of methodologies with epistemological visions related explicitly or implicitly. For this reason, this research performs the application of an investigative method, by study Hooke's law experimentally in high school, the analyzed results allow to characterize the benefits of the strategy in epistemological terms. More specifically, after this application, a structured questionnaire served to collect information from the students, evaluating in this context the percentage of the class that, in the majority, was in basic conceptions that diverged from the empiricist-inductive side. This view is philosophically and educationally undesirable and remains in science education, according to the literature in the area, more influenced by the unpreparedness of teachers in the sense treated here. The study hopes to contribute with research line that intercalates contemporary reflections of the philosophy of science in pedagogy in order to favor initial and / or continuing teacher training.

scholarly journals Usage of Terms “Science” and “Scientific Knowledge” in Nature of Science (NOS): Do Their Lexicons in Different Accounts Indicate Shared Conceptions?

2020 ◽  
Vol 10 (9) ◽  
pp. 252
Author(s):  
Ismo T. Koponen
Keyword(s):  
Science Education ◽  
Network Analysis ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Social Embeddedness ◽  
Focal Points ◽  
Central Theme ◽  
Network Approach ◽  
Basic Vocabulary ◽  
Common Understanding

Nature of science (NOS) has been a central theme in science education and research on it for nearly three decades, but there is still debate on its proper focus and underpinnings. The focal points of these debates revolve around different ways of understanding the terms “science” and “scientific knowledge”. It is suggested here that the lack of agreement is at least partially related to and reflected as a lack of common vocabulary and terminology that would provide a shared basis for finding consensus. Consequently, the present study seeks motivation from the notions of centrality of lexicons in recognizing the identity of disciplinary communities and different schools of thought within NOS. Here, by using a network approach, we investigate how lexicons used by different authors to discuss NOS are confluent or divergent. The lexicons used in these texts are investigated on the basis of a network analysis. The results of the analysis reveal clear differences in the lexicons that are partially related to differences in views, as evident from the debates surrounding the consensus NOS. The most divergent views are related to epistemology, while regarding the practices and social embeddedness of science the lexicons overlap significantly. This suggests that, in consensus NOS, one can find much basis for converging views, with common understanding, where constructive communication may be possible. The basic vocabulary, in the form of a lexicon, can reveal much about the different stances and the differences and similarities between various disciplinary schools. The advantage of such an approach is its neutrality and how it keeps a distance from preferred epistemological positions and views of nature of knowledge.

A concepção sobre a natureza do conhecimento científico de estudantes e professores do ensino médio da região de Santa Maria: influência de um curso baseado na resolução de problemas

2000 ◽  
Vol 22 (22) ◽  
pp. 83
Author(s):  
João Batista Teixeira Rocha ◽  
Nilda Vargas Barbosa ◽  
Maria Rosa Schetinger ◽  
Maria Ester Pereira
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Science Education ◽  
High School Students ◽  
Science Teachers ◽  
Scientific Knowledge ◽  
Present Report ◽  
School Students ◽  
Santa Maria

Nowadays, science education has been extensively criticized mainly due to the fact that teaching science procedures have not allowed the formation of individuals that use science knowledge to solve problems on their daily lives. The low quality of science education certainly is responsible for the stereotyped view that population has about science and scientist, and also for the inadequate conceptions about the nature of scientific knowledge.Consequently, the development of methodologies that can enhance the quality of science education are needed. In the present report, the effect of a short course (40 hours) based on the resolution of problems (and that can be classified as apprentice centered) of high-school teachers and students from Santa Maria and surroundings were evaluated. The Nature of Scientific Knowledge Scale (NSKS) was used and this scale is sub-divided in 6 conceptual subscale (amoral, creative, developmental, parsimonious, testable, and unified). The results showed that the experimental courses (muscle contraction, digestion, respiration, and photosynthesis), in which the apprentices are engaged in solving their own problems, improved the students and teachers understanding about the nature of scientific knowledge. The improvement on the test (NSKS) occurred predominantly within the creative subscale, presumably due to the fact that the apprentices had to be creative in order to solve the proposed or generated problems during the course. These results suggest that it would be useful to teachers in service (as well as preservice teachers) to experience problem-based and experimental courses, because a better understanding of the nature of scientific knowledge by science teachers certainly will improve science education, at least with regard to the high-school students understanding.

Uncertainty

2019 ◽  
Author(s):  
Kostas Kampourakis ◽  
Kevin McCain
Keyword(s):  
Climate Change ◽  
Genetic Testing ◽  
Philosophy Of Science ◽  
Forensic Science ◽  
Empirical Evidence ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Clear View ◽  
Inherent Feature

Scientific knowledge is the most solid and robust kind of knowledge that humans have because of its inherent self-correcting character. Nevertheless, anti-evolutionists, climate denialists, and anti-vaxxers, among others, question some of the best-established scientific findings, making claims unsupported by empirical evidence. A common aspect of these claims is reference to the uncertainties of science concerning evolution, climate change, vaccination, and so on. This is inaccurate: whereas the broad picture is clear, there will always exist uncertainties about the details of the respective phenomena. This book shows that uncertainty is an inherent feature of science that does not devalue it. In contrast, uncertainty advances science because it motivates further research. This is the first book on this topic that draws on philosophy of science to explain what uncertainty in science is and how it makes science advance. It contrasts evolution, climate change, and vaccination, where the uncertainties are exaggerated, and genetic testing and forensic science, where the uncertainties are usually overlooked. The goal is to discuss the scientific, psychological, and philosophical aspects of uncertainty in order to explain what it really is, what kinds of problems it actually poses, and why in the end it makes science advance. Contrary to public representations of scientific findings and conclusions that produce an intuitive but distorted view of science as certain, people need to understand and learn to live with uncertainty in science. This book is intended for anyone who wants to get a clear view of the nature of science.

scholarly journals Views of Trainee Science Teachers in Kuwait Regarding the NoS Dimensions and Their Conception of Creativity in Science Education

2020 ◽  
Vol 8 (12) ◽  
pp. 1
Author(s):  
Ahmad Shallal Alshammari ◽  
Hamed Jassim Alsahou ◽  
Joza M Alshemmari
Keyword(s):  
Science Education ◽  
Education Research ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Knowledge ◽  
Pedagogical Practices ◽  
Science Education Research ◽  
Structured Interviews ◽  
Trainee Teachers ◽  
Science Educators

Science educators are often advised to pay attention to trainee teachers’ views on issues related to education, particularly the nature of science (NoS). Views on the NoS can be translated into pedagogical practices and then transferred to students; therefore, teachers should hold informed views about the NoS. This study sought to explore the views of trainee science teachers in Kuwait about the NoS and its aspects or dimensions. It also aimed to identify the possible connections among the NoS dimensions and teachers’ views on creativity in science. This multi-method study involved 152 trainee science teachers. The research instruments consisted of a questionnaire about teachers’ views of the nature of science (VNoS), a questionnaire about teachers’ views of creativity in science education, and semi-structured interviews. The findings revealed that trainee science teachers hold naïve and sometimes perplexing views of the NoS dimensions, and they are more likely to follow a traditional positivist worldview when they discuss the nature of scientific knowledge. Also, the findings revealed trainee teachers’ views of creativity in science education as well as significant correlations among six NoS dimensions and creativity. Detailed findings are discussed to draw conclusions and address possible suggestions for science educators and for the community of science education research.

scholarly journals Editorial

2020 ◽  
Vol 1 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Nadi Suprapto ◽  
Chih-Hsiung Ku ◽  
Tsung-Hui Cheng ◽  
Binar Kurnia Prahani
Keyword(s):  
Science Education ◽  
Philosophy Of Science ◽  
History Of Science ◽  
Nature Of Science ◽  
Philosophy Of Education ◽  
Scientific Discussion ◽  
The World ◽  
History Of ◽  
Science And Education

This small piece of the paper introduces the Studies in Philosophy of Science and Education (SiPoSE). As an international peer-reviewed journal, SiPoSE aware of the quality of the content. The rational, the purpose, and the scope are illustrated as the opening speech of the journal. Since the number of philosophy journals is still lacking in accommodating the ideas of philosophers in the world especially in the domain of science education and education in general, therefore, the existence of SiPoSE will fill the void of scientific discussion, especially in terms of Nature of Science (NOS), History of Science (HOS), Philosophy of Science (POS), and Philosophy of Education (POE).

scholarly journals A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

2017 ◽  
pp. 621-659 ◽  
Author(s):  
Nathália Helena Azevedo ◽  
Daniela Lopes Scarpa
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Science Education ◽  
Nature Of Science ◽  
Scientific Knowledge ◽  
Research Trends ◽  
Publication Trends ◽  
Quantitative Review ◽  
Initial Effort

The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv)the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOSconceptions.

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.

scholarly journals Prospecção ontológica como instrumento para a qualificação do sentimento de realidade em estudantes do ensino médio

2019 ◽  
Vol 3 (3) ◽  
pp. 778
Author(s):  
José Francisco Custódio ◽  
Guilherme Henrique Scotti Bosquetti ◽  
Reginaldo Manoel Teixeira
Keyword(s):  
High School ◽  
Science Education ◽  
High School Students ◽  
Philosophy Of Science ◽  
Ontological Category ◽  
School Students ◽  
Sense Of Reality ◽  
Ontological Dimension

Resumo: Na intenção de compreender “o que é real” para estudantes, alguns pesquisadores introduziram na educação científica a noção de sentimento de realidade. Neste trabalho, partimos de uma conceitualização de sentimento de realidade baseada na Teoria dos Três Mundos de Popper, da qual derivamos um instrumento teórico-metodológico denominado prospecção ontológica. Assim, investigaremos o potencial da prospecção ontológica para qualificar o sentimento de realidade em estudantes do Ensino Médio. Por intermédio da técnica de entrevista-sobre-cenários abordamos 10 estudantes a respeito do sentimento de realidade sobre os objetos caneta, árvore e energia. As entrevistas foram categorizadas em termos de interações sensoriais (ISEN), cognitivas (ICOG), sociais (ISOC) e afetivas (IAFE), que são responsáveis pela emergência e intensificação do sentimento de realidade. Os resultados mostraram que as ISEN e ISOC foram as mais destacadas nas explicações criadas pelos estudantes. Concluímos que a prospecção ontológica é um instrumento fértil para qualificar o sentimento de realidade.Palavras-chave: Categoria ontológica; Dimensão ontológica do conhecimento; Entrevista-sobre-cenários; filosofia da Ciência; Os três mundos de Popper. Ontological prospection as an instrument for qualifying the feeling of reality in high school studentsAbstract: In order to understand "what is real" for students, some researchers have introduced into science education the notion of a sense of reality. In this work, we start from a conceptualization of feeling of reality based on the Theory of the Three Worlds of Popper, from which we derive a theoretical-methodological instrument called ontological prospecting. Thus, we will investigate the potential of ontological prospecting to qualify the sense of reality in high school students. Through the technique of interview-about-scenarios we approached 10 students regarding the feeling of reality on the objects pen, tree and energy. The interviews were categorized in terms of sensory (ISEN), cognitive (ICOG), social (ISOC) and affective (IAFE) interactions, which are responsible for the emergence and intensification of the feeling of reality. The results showed that the ISEN and ISOC were the most prominent in the explanations created by the students. We conclude that the ontological propspection is a fertile instrument to qualify the feeling of reality.Keywords: Ontological category; Ontological dimension of knowledge; Interview-about-scenarios; Philosophy of science; Popper's three worlds 

scholarly journals Nature of Science (NOS) Being Acquainted with Science of Science (SoS): Providing a Panoramic Picture of Sciences to Embody NOS for Pre-Service Teachers

2021 ◽  
Vol 11 (3) ◽  
pp. 107
Author(s):  
Ismo T. Koponen
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Knowledge ◽  
Science Teacher Education ◽  
Research Field ◽  
Service Science ◽  
Science Of Science ◽  
Structure And Dynamics

Understanding about nature of science is important topic in science education as well as in pre-service science teacher education. In science education, Nature of Science (NOS), in its different forms of educational scaffoldings, seeks to provide with students an understanding of features of scientific knowledge and science in general, how scientific knowledge changes and becomes accepted, and what factors guide scientific activities. For a science teacher, deep and broad enough picture of sciences is therefore of importance. This study attempts to show that the research field called Science of Science (SoS) can significantly support building such a panoramic picture of sciences, and through that, significantly support NOS. The SoS approaches the structure and dynamics of science quantitatively, using scientific documents (e.g., publications, reports, books and monographs and patent applications) as trails to map the landscape of sciences. It is argued here that SoS may provide material and interesting cases for NOS, and in so doing enrich NOS in a similarly significant way as history, philosophy and sociology of science (HPSS) scholarship has done thus far. This study introduces several themes based on SoS that are of relevance for NOS as they were introduced and discussed in a pre-service science teachers’ course. The feedback from pre-service teachers shows that introducing SoS, with minimal additional philosophical interpretations and discussions, but simply as evidential facts and findings, sparks ideas and views that come very close to NOS themes and topics. Discussions related to nature of science, and specific educational NOS scaffoldings for it, can find a good companion in SoS; the latter providing facts and evidence of thee structure and dynamics of sciences, the former providing perspectives for interpretations.

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