scholarly journals Affordances of visual representations and sense-making of science

2021 ◽  
Vol 26 ◽  
Author(s):  
Maurice Cheng
Keyword(s):  
Science Teaching ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
Science Learning ◽  
Visual Representations ◽  
Sense Making ◽  
Visual Thinking ◽  
Learning And Teaching ◽  
Research Studies

Visual thinking is essential in the development of science. Visual representations are also indispensable when scientists disseminate their findings. This paper discusses the ways that research studies on visual representations can inform science learning and teaching. I start by discussing the ways that drawings, charts and graphics represent their referents, and hence highlighting the affordances of these visual representations. Then I discuss how these affordances make visual representations a valuable tool to support science teaching in formal and informal contexts and, in particular, how learning with media graphics can support the learning of Nature of Science for scientific literacy.

scholarly journals Teacher Knowledges, Classroom Realities:  Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

2021 ◽  
Author(s):  
◽  
Dayle Anderson
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Science Learning ◽  
Primary Teachers ◽  
Natural World ◽  
Learning Opportunities ◽  
Science Content ◽  
Wide Range

<p>Lack of science content knowledge has often been suggested as underpinning primary teachers' reluctance to teach science or to provide limited learning opportunities when doing so. Understanding better the full range and nature of teacher knowledges that afford useful science learning opportunities in primary science education could produce a more positive view of primary teachers' potential for science teaching and usefully inform professional development in science. This research used a multiple case study approach to identify the nature of knowledges and beliefs that three teachers from schools well regarded for teaching science at Years 7 and 8 brought to their implementation of a unit of work in science. Students' perceptions of learning pertaining to the science unit were also examined. The influence of teacher knowledges on opportunities for science learning was considered and the ways in which the teachers developed science related teacher knowledges was investigated. Sociocultural theories of learning underpin this study and the extent to which the teachers incorporated sociocultural approaches in their science teaching was a particular focus. Frameworks guiding the analysis of the range of teacher knowledges and of sociocultural teaching approaches were developed from the literature. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit together with multiple interviews with the teacher throughout its implementation. Interviews with focus students during and following the unit along with responses to a questionnaire completed by the class at the end of the unit provided insights into students’ perceptions of what they had learned. This study found that the teachers drew on a wide range of knowledges and beliefs to promote science learning. The teachers employing sociocultural approaches afforded most syntactic science learning opportunities. Crucially influential on the nature of science learning that was promoted was the teacher's orientation to science teaching, in particular, beliefs about the purposes and nature of science and science teaching. Four processes were identified that facilitated the teachers' development of science and pedagogical content knowledge: intentional development, reflection, repetition, and engaging and observing students in investigating the natural world. The nature of knowledge developed by each teacher was afforded and constrained by their orientation to science teaching and their recognition of and access to, sources of support. Learning science content, i.e., substantive science learning, was identified by students where this had been the focus of learning and assessment opportunities because of their teacher's particular orientation. Learning about the nature of science, i.e., syntactic science learning, was identified where this was the sole focus of learning and assessment opportunities. In the one case where the teacher's orientation afforded both types of learning opportunity with apparently equal emphasis, students more readily identified substantive science ideas over syntactic ideas as new or important learning.</p>

scholarly journals KONSEPSI CALON GURU BIOLOGI TENTANG IPA, BELAJAR, DAN MENGAJAR (CONCEPTION OF BIOLOGY STUDENT TEACHERS’ ABOUT SCIENCE, LEARNING, AND TEACHING)

2015 ◽  
Vol 2 (1) ◽  
pp. 27
Author(s):  
Nuryani Y Rustaman ◽  
Ari Widodo
Keyword(s):  
Knowledge Transfer ◽  
Student Teachers ◽  
Science Teaching ◽  
Science Learning ◽  
Learning Strategy ◽  
Biology Education ◽  
Learning And Teaching ◽  
Biology Students ◽  
Biology Student ◽  
Teaching Learning

A study for one semester in Teaching learning strategy course was carried out to get the profile of biology student teachers conception about science, learning, and science teaching, as we know that constructivist paradigm in education is not just studied as a theory, but needs to be implemented in real teaching learning processes. A number of Biology education students (n =29) were involved as subjects. Their free essay were used as source and were organized through coding and then recoding using specific program (NUD.IST). It was found that there are five categories for their conception about science (i.e. study about nature, collection of knowledge or concepts, research method, the single truth, to worship their Creator); five categories their conception about learning (i.e. changing process, knowledge improvement, conceptual change, thinking process, interaction with environment); and three catagories for their conception about  science teaching (i.e. as fasilitating, knowledge transfer, interaction between teacher and students). Most of biology students have more than one conception (two or three), but none of them has a complete conception about science, learning and science teaching.  Biology student teachers conception about teaching (mostly as knowledge transfer) is paralel with their conception about science (mostly as study about nature) and about learning (mostly as knowledge improvement).  These findings give implication to their supervisor to pay attention more seriously on the students conception abot science, learning, and teaching. Because the way they teach will be influenced by their conception about those things. One suggestion to handle is by giving the student teachers to express their opinion about those things so that they are aware to other conceptions and in turn they will be aware to accept (and apply) conception based on constructivist reference or paradigm.Keywords:  conception, student teacher, science, learning, teaching.  

scholarly journals Pengembangan E-modul Interaktif Berbasis Android dan Nature of Science Pada Materi Ikatan Kimia dan Gaya Antar Molekul Untuk Menumbuhkan Literasi Sains Siswa

2019 ◽  
Vol 6 (2) ◽  
pp. 133
Author(s):  
Lalu Bhabiet Rinjani Accraf ◽  
Suryati Suryati ◽  
Yusran Khery
Keyword(s):  
Nature Of Science ◽  
Scientific Literacy ◽  
Science Learning ◽  
Intermolecular Forces ◽  
Literacy Skills ◽  
Summative Evaluation ◽  
Limited Resources ◽  
Chemistry Teachers ◽  
Evaluation Stage ◽  
Research Stage

Chemical bond sand intermolecular forces have abstract characteristics. Thepresence of technology in learning media can help students understand theconcept. The learning media in question can be in the form of an androidbasedinteractive e-module that provides convenient accessibility for users. Topresent the atmosphere of science learning, the e-module can be structuredwith the orientation of the Nature Of Science. This research and developmentaims to produce an android-based interactive e-module prototype with thenature of science oriented on chemical bonding and intermolecular forcessubject material to foster students' scientific literacy. This type of researchand development study was carried out with the Nieven development modelwhich consisted of 4 stages: (1) preliminary research stage, (2) prototypingstage ,(3) summative evaluation stage, and (4) systematic reflection anddocumentation stage. However, due to limited resources, this study wascarried out until summative evaluation. With the presentation formula andwith the categories, the results of expert validation obtained an averagepresentation of 90% with very feasible categories, and practical test resultson chemistry teachers obtained avalue of 95% with very feasible categoriesand the results of limited group trials obtained 85% with very decentcategory. Therefore, it can be concluded that the interactive e-moduleprototype that developed is very feasible and can be proceed to abroaderstage in fostering students' literacy skills.

scholarly journals Teacher Knowledges, Classroom Realities:  Implementing Sociocultural Science in New Zealand Year 7 and 8 Classrooms

2021 ◽  
Author(s):  
◽  
Dayle Anderson
Keyword(s):  
Science Teaching ◽  
Content Knowledge ◽  
Nature Of Science ◽  
Science Learning ◽  
Primary Teachers ◽  
Natural World ◽  
Learning Opportunities ◽  
Science Content ◽  
Wide Range

<p>Lack of science content knowledge has often been suggested as underpinning primary teachers' reluctance to teach science or to provide limited learning opportunities when doing so. Understanding better the full range and nature of teacher knowledges that afford useful science learning opportunities in primary science education could produce a more positive view of primary teachers' potential for science teaching and usefully inform professional development in science. This research used a multiple case study approach to identify the nature of knowledges and beliefs that three teachers from schools well regarded for teaching science at Years 7 and 8 brought to their implementation of a unit of work in science. Students' perceptions of learning pertaining to the science unit were also examined. The influence of teacher knowledges on opportunities for science learning was considered and the ways in which the teachers developed science related teacher knowledges was investigated. Sociocultural theories of learning underpin this study and the extent to which the teachers incorporated sociocultural approaches in their science teaching was a particular focus. Frameworks guiding the analysis of the range of teacher knowledges and of sociocultural teaching approaches were developed from the literature. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit together with multiple interviews with the teacher throughout its implementation. Interviews with focus students during and following the unit along with responses to a questionnaire completed by the class at the end of the unit provided insights into students’ perceptions of what they had learned. This study found that the teachers drew on a wide range of knowledges and beliefs to promote science learning. The teachers employing sociocultural approaches afforded most syntactic science learning opportunities. Crucially influential on the nature of science learning that was promoted was the teacher's orientation to science teaching, in particular, beliefs about the purposes and nature of science and science teaching. Four processes were identified that facilitated the teachers' development of science and pedagogical content knowledge: intentional development, reflection, repetition, and engaging and observing students in investigating the natural world. The nature of knowledge developed by each teacher was afforded and constrained by their orientation to science teaching and their recognition of and access to, sources of support. Learning science content, i.e., substantive science learning, was identified by students where this had been the focus of learning and assessment opportunities because of their teacher's particular orientation. Learning about the nature of science, i.e., syntactic science learning, was identified where this was the sole focus of learning and assessment opportunities. In the one case where the teacher's orientation afforded both types of learning opportunity with apparently equal emphasis, students more readily identified substantive science ideas over syntactic ideas as new or important learning.</p>

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 Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

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