Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators

Autor/inn/en	Phillips, Andrea; Rahman, Shukufe; Zhong, Qiu; Cesljarev, Claire; Liu, Conghui; Ariyaratne, Tulana; McClain, Jessica; Akerson, Valarie
Titel	Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators
Quelle	In: International Journal of Research in Education and Science, 8 (2022) 4, S.626-646 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Phillips, Andrea) ORCID (Rahman, Shukufe) ORCID (Zhong, Qiu) ORCID (Cesljarev, Claire) ORCID (Liu, Conghui) ORCID (Ariyaratne, Tulana) ORCID (McClain, Jessica) ORCID (Akerson, Valarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scientific Principles; Doctoral Students; Science Teachers; Teacher Educators; Professional Identity; Influences; Barriers; Persistence; Science Education; Student Attitudes; Knowledge Level; Context Effect; Educational Resources; Cultural Relevance; Evaluation Methods; Science Curriculum + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Influence; Einfluss; Einflussfaktor; Ausdauer; Naturwissenschaftliche Bildung; Schülerverhalten; Wissensbasis; Bildungsmittel
Abstract	Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed for this study were recordings and notes taken during class discussions in a NOS seminar, as well as NOS research and teaching assignments associated with the course. These data sources were analyzed for development of four influences on identity development for NOS: (1) personal influences on NOS identity, (2) contextual influences on NOS identity, (3) competing identities with NOS, and (4) persistence in overcoming barriers to development of a NOS identity. Findings emphasize the need to target NOS identity development among teacher educators, as they hold the primary responsibility for instilling a NOS identity in their own students, who are future teachers. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01