The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' Views of Nature of Science.

Autor/in	Abd-El-Khalick, Fouad
Titel	The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' Views of Nature of Science.
Quelle	(2002), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Higher Education; Planning; Preservice Teacher Education; Science Instruction; Science Teachers; Scientific Principles; Secondary Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ablaufplanung; Planungsprozess; Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Sekundarbereich
Abstract	This study assesses the influence of a philosophy of science course a preservice secondary science teachers' view of the nature of science; perceptions of teaching about the nature of science in future classrooms; and instructional planning related to the nature of science. It was exploratory and interpretive in nature. Data collection was continuous and spanned the duration of the study. The participants were preservice secondary science teachers (n=32) enrolled in the first 2 semesters of a 2-year combined undergraduate-graduate teacher preparation program. This study indicates that the investigated philosophy of science course resulted in deeper understandings of the nature of science on the part of the participants. It also indicates that more concerted and extended efforts that go beyond a few hours of nature of science-related instruction in a science methods course should be undertaken if the desire is to address the instruction of science teachers in the nature of science. (Contains 69 references.) (MVL)
Anmerkungen	For full text: http://aets.chem.pitt.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01