Models in science and for teaching science: Data from an intervention programme

2017 ◽  
Vol 9 (1) ◽  
pp. 308-318
Author(s):  
Joana Torres ◽  
Clara Vasconcelos,
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Science Teachers ◽  
Teaching Science ◽  
Future Research ◽  
Intervention Programme ◽  
Science Data ◽  
General Terms ◽  
Models In Science ◽  
Prospective Science Teachers

Abstract     Currently, implementing models and modelling activities in science teaching is considered to be essential. Apart from being crucial as an auxiliary aid to the construction of scientific knowledge, they also play a major contribution in the development of adequate views of nature of science and models, as well as in the development of scientific inquiry competencies. However, many studies disclose that science teachers do not rely on models in their classes very often, thus revealing some lack of knowledge regarding them. With the intention of improving prospective science teachers’ views of the nature of science, emphasising the nature of models, as well as their role in science and for teaching science, an intervention programme was conducted and evaluated. Nine prospective science teachers voluntarily attended the intervention programme and responded to previously validated questionnaires and interviews about models before and after it. Data was analysed with the help of the Q.S.R. NVivo 10 qualitative data analysis package. In general terms, prospective science teachers improve their views regarding models in science and for teaching. Nevertheless, the observation of their classes will be an invaluable asset for future research. Keywords: Intervention programme, modelling, models, prospective teachers’ views, science teaching.    

scholarly journals Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?

2021 ◽  
Vol 11 (11) ◽  
pp. 688
Author(s):  
Joana Torres ◽  
Clara Vasconcelos
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Conceptual Knowledge ◽  
Learning Experience ◽  
Intervention Programme ◽  
Inquiry Skills ◽  
Educational Implications ◽  
Before And After ◽  
Science Classes ◽  
Prospective Science Teachers

Currently, it is considered fundamental to improve students’ views of the nature of science (NOS) in science classes. In addition, models are also important in science education, not only as contributors for students to develop their views of the NOS, but also for them to develop conceptual knowledge, as well as inquiry skills. Teachers greatly influence students’ learning experience. With the aim to improve prospective science teachers’ views of the NOS and about models, and to better understand the factors that mediate the translation of their views into their classroom practices, a research project was conducted. An intervention programme was applied, and prospective science teachers’ classes were observed. Data were collected, encompassing a diverse set of data sources: (i) questionnaires and interviews (given to prospective science teachers before and after the intervention programme); (ii) prospective science teachers’ lesson plans and portfolios: (iii) videotapes and observations of the classroom instruction; (iv) and, lastly, final interviews were given to both prospective science teachers and their school supervisors. Although prospective science teachers have improved their views regarding the NOS and models, they taught about the NOS and used models in very different ways. Some factors that mediate the translation of teachers’ views and some educational implications will be discussed.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

The Society’s Scientific Research in Schools Committee

1963 ◽  
Vol 18 (2) ◽  
pp. 181-184
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Royal Society ◽  
Ad Hoc ◽  
Scientific Research ◽  
School Science ◽  
Teaching Science ◽  
Teaching Staff ◽  
British Isles ◽  
Thomas Merton

In 1957 Council appointed an ad hoc committee under the Chairmanship of Sir Thomas Merton to consider whether the Royal Society might take any useful action to improve and extend the teaching of science in schools. One of its conclusions indicated that a difficulty in the recruitment of science teaching staff was the lack of facilities for research. A joint committee was therefore established in July 1957 with representatives of the Royal Society and the (then) Science Masters’ Association, to consider the problems of science masters who wished to pursue research and to arrange provision of advice in response to particular requests. The terms of reference were deliberately framed to give the widest scope and can be summed up as ‘To assist school science teachers who wish to pursue research’. In setting up this committee the Council of the Royal Society was of the opinion that the teaching of science in schools may be improved if those teaching science were enabled to carry out some kind of research at school in such a way that senior pupils may be able to take an interest in any research being pursued at their schools. On the inception of the scheme some 1383 schools in the British Isles were advised and publicity given in various appropriate journals; many replies were received warmly welcoming the formation of this new committee.

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