Nature of Science and history of the law of Boyle in pre-service science teachers

In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

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An Investigation of the Relationship between Performance in the Problem-solving Laboratory Applications and Views about Nature of Science of Pre-service Science Teachers

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2013.12.046 ◽

2013 ◽

Vol 106 ◽

pp. 401-410

Author(s):

Hatice Güngör Seyhan ◽

Gülseda Eyceyurt Türk

Keyword(s):

Problem Solving ◽

Nature Of Science ◽

Science Teachers ◽

Service Science ◽

The Relationship

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The contribution of understandings of evolutionary theory and nature of science to pre-service science teachers’ acceptance of evolutionary theory

Procedia - Social and Behavioral Sciences ◽

10.1016/j.sbspro.2010.12.419 ◽

2010 ◽

Vol 9 ◽

pp. 1889-1893 ◽

Cited By ~ 10

Author(s):

Gülsüm Akyol ◽

Ceren Tekkaya ◽

Semra Sungur

Keyword(s):

Nature Of Science ◽

Science Teachers ◽

Evolutionary Theory ◽

Service Science

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An Explicit and Integrated NOS Flow Map in Instruction of Nature of Science based on the History of Science.

The Journal of Social Sciences Research ◽

10.32861/jssr.spi5.646.655 ◽

2018 ◽

pp. 646-655

Author(s):

Jun-Young Oh

Keyword(s):

Education Reform ◽

History Of Science ◽

Nature Of Science ◽

Science Teachers ◽

Teaching And Learning ◽

Special Theory ◽

Theory Of Relativity ◽

History Of ◽

The Individual ◽

Flow Map

The aims of this research are, (ⅰ) to consider Kuhn’s concept of how scientific revolution takes place based on individual elements or tenets of Nature of Science (NOS), and (ⅱ) to explore the inter-relationships within the individual elements or tenets of nature of science (NOS), based on the dimensions of scientific knowledge in science learning, this study suggests that instruction according to our Explicit Integrated NOS Map should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy. And it shows that these perspectives of the history of science are well applied to Einstein’s special theory of relativity. Therefore, an Explicit Integrated NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

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