Science Teachers' Lack of Understanding of the Nature of Science: Does It Matter? Part 1

Autor/in	Farmer, Stuart
Titel	Science Teachers' Lack of Understanding of the Nature of Science: Does It Matter? Part 1
Quelle	In: School Science Review, 101 (2020) 377, S.58-63 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Teachers; Knowledge Level; Pedagogical Content Knowledge; Scientific Principles; Inclusion; Science Curriculum; Scientific Attitudes; Beliefs; Theory Practice Relationship; Teacher Education + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; Pädagogische Kompetenz; Inklusion; Belief; Glaube; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung
Abstract	Science appears to be coming under increasing pressure in parts of society and the media, with an increase of 'fake news' and less regard for 'experts'. If this is to be combatted it is important that students develop a good understanding of both the big conceptual ideas of science and the nature of science itself. However, the nature of science is rarely well defined in school science curricula or explicitly taught by teachers. This raises questions as to the preparedness of the science teaching profession to teach about the nature of science. The article explores this issue through the literature and from the author's experience as a teacher and teacher educator. A second article will look at some teaching strategies and resources designed to help address the issues raised here. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01