The Nature of Science and Science Teaching

2014 ◽  
pp. 411-435
Keyword(s):  
Science Teaching ◽  
Nature Of Science

The Nature of Science and Science Teaching. James T. Robinson

1971 ◽  
Vol 79 (3) ◽  
pp. 489-492 ◽  
Author(s):  
F. Michael Connelly
Keyword(s):  
Science Teaching ◽  
Nature Of Science

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 Examining Some of Students’ Views on the Nature of Science (NOS) in Traditional Lecture Format Teaching Environment

2021 ◽  
Vol 5 (2) ◽  
pp. 69-77
Author(s):  
Issa I. Salame ◽  
Shirley Dong
Keyword(s):  
Grade Point Average ◽  
Science Teaching ◽  
Nature Of Science ◽  
Teaching And Learning ◽  
Science Research ◽  
Learning Activities ◽  
Background Information ◽  
Algorithmic Problem ◽  
Grade Point ◽  
Science Courses

The preparation of a scientifically literate society is the main goal of science education throughout the world and this has resulted in the emphasis of nature of science in the curriculum. The purpose of this research project is to examine the aforementioned students’ views on NOS tenets, its relationship to their academic achievements and background, and how it changes through their study of science. The study took place at the City College of New York, an urban, commuter, public college, and minority serving institute. The research data was collected through the administration of a survey that contained three of the NOS questions and academic and background information about the students. The data suggest that students possess inadequate understanding of the nature of science when they begin their academic fields of science study. This inadequate understanding is resistant to change in traditional science teaching settings. The data provide evidence that the inadequate understanding of nature of science does not change as the result of exposure to science courses, the field of science studied, and the students’ academic achievement as measured by grade point average. Our data show that traditional instruction in college science courses does not address nature of science and does not cause a conceptual change in the students’ understanding of NOS. The lack of correlation between students’ understanding of nature of science and credits completed or grade point average could be attributed to students relying on rote-learning and algorithmic problem-solving to achieve high grades and succeed in science, which hinders their meaningful learning of science and the development of conceptual understanding. Thus, science teaching and instruction should address naïve conception on the NOS and changes the instruction methods to consider NOS naïve conceptions and learning challenges. Science teaching and learning curriculum and instruction should immerse students in science learning activities that nurtures their understanding of the nature of science through participating in novel science research and inquiry-based learning activities.

The Nature of Science and Science Teaching

1998 ◽  
pp. 981-999 ◽  
Author(s):  
Michael R. Matthews
Keyword(s):  
Science Teaching ◽  
Nature Of Science

scholarly journals Visões de professores e alunos do ensino médio profissionalizante sobre a ciência e as atividades experimentais

2017 ◽  
Vol 16 ◽  
pp. 3
Author(s):  
Kaiza Martins Cavalcanti ◽  
Glória Regina Pessôa Campello
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teaching ◽  
Nature Of Science ◽  
Rio De Janeiro ◽  
A Priori ◽  
Education Institution ◽  
Modern World ◽  
School Students ◽  
Philosophical Approach

ResumoAs atividades experimentais no ensino de ciências vêm sendo defendidas por professores e pesquisadores que destacam que o laboratório didático pode trazer melhor compreensão da ciência no mundo mo­derno e a compreensão de visões mais complexas sobre a natureza da ciência. Com o objetivo de compreender quais as visões de ciência de professores de química que lecionam atividades experimentais em laboratórios didáticos e quais visões de ciência são construídas com os alunos do ensino médio profissional de uma instituição de ensino federal do Rio de Janeiro nessas aulas de laboratório, desenvolvemos essa pesquisa por meio da qual foram analisadas três fontes de dados: um questionário para dez professores sobre como em suas aulas experimentais o uso da abordagem histórico-filosófica era realizada; um outro questionário para uma turma do segundo ano do ensino médio com vinte e cinco alunos no qual questionava o objetivo dessas atividades experimentais para eles e a análise de 108 procedimentos dessas aulas experimentais desenvolvidas em laboratório didático em doze disciplinas de química teórico-experimentais. A metodologia utilizada para a compreensão das características dos discursos dos roteiros e das concepções sobre abordagem histórico-filosófica nos questionários de professores e alunos foi orientada pelos princípios da análise textual discursiva. Concluímos que apesar da grande quantidade de aulas práticas, há pouca variação dos objetivos e propostas dos experimentos, pois se restringiam a desenvolver habilidades técnicas e instrumentais ou comprovar teorias científicas. Não há experimentos históricos ou que proponha uma discussão sobre natureza da ciência. Os roteiros são corroborados pelas respostas dos professores que em parte dizem não fazer abordagem histórico-filosófica em aulas práticas ou, quando a realizam, não demonstram clareza sobre o que seria essa abordagem. O discurso dos alunos sobre os objetivos das aulas experimentais e suas abordagens claramente se assemelham aos dos professores focando na preocupação da apreensão da técnica e da comprovação das teorias que foram ensinadas apriori em sala de aula. Acreditamos que o uso do laboratório didático deva ser repensado pedagogicamente e epistemologicamente devido a equívocos que possam levar a um ensino de ciências simplificado, dogmático, ultrapassado, a-histórico, descontextualizado e desinteressante, sem qualquer contribuição para o processo de ensino-aprendizagem. Palavras-chave: Ensino de Ciências; Atividades Experimentais; Natureza da Ciência.AbstractExperimental activities in science teaching have been advocated by teachers and researchers who point out that the didactic laboratory can bring better understanding of science in the modern world and the understanding of more complex visions about the nature of science. In order to understand what the visions of science of chemistry teachers that teach experimental activities in didactic laboratories and what visions of science are constructed with the high school students of a federal education institution of Rio de Janeiro in these laboratory classes, we developed this research through which three sources of data were analyzed: a questionnaire for ten teachers about how in their experimental classes the use of the historical-philosophical approach was carried out; Another questionnaire for a second-year high school class with twenty-five students in which he questioned the purpose of these experimental activities for them and the analysis of 108 procedures of these experimental classes developed in didactic laboratory in twelve theoretical-experimental chemistry disciplines. The methodology used to understand the characteristics of the discourses of the scripts and the conceptions about historical-philosophical approach in the questionnaires of teachers and students was guided by the principles of discursive textual analysis. We conclude that despite the large number of practical classes, there is little variation of the objectives and proposals of the experiments, since they were restricted to developing technical and instrumental skills or to prove scientific theories. There are no historical experiments or a discussion of the nature of science. The scripts are corroborated by teachers' responses, which in part say they do not make a historical-philosophical approach in practical lessons or, when they do it, do not demonstrate clarity about what that approach would be. The students' discourse on the objectives of the experimental classes and their approaches clearly resemble those of the teachers focusing on the concern of the apprehension of the technique and the proof of theories that were taught a priori in the classroom. We believe that the use of the didactic laboratory should be rethought pedagogically and epistemologically due to misunderstandings that may lead to a simplified, dogmatic, outdated, a-historical, decontextualized and uninteresting science education without any contribution to the teaching-learning process.Keywords: Science teaching; Experimental Activities; Nature of Science.

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