An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy

Autor/inn/en	Papadouris, Nicos; Constantinou, Costas P.
Titel	An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy
Quelle	In: International Journal of Science Education, 36 (2014) 5, S.755-782 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.827816
Schlagwörter	Science Instruction; Energy; Scientific Concepts; Grade 6; Teaching Methods; Foreign Countries; Scientific Principles; Epistemology; Philosophy; Middle School Students; Secondary School Science; Observation; Cooperative Learning; Interviews; Content Analysis; Science Process Skills; Cyprus + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Erkenntnistheorie; Philosophie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Beobachtung; Kooperatives Lernen; Interviewing; Interviewtechnik; Inhaltsanalyse; Zypern
Abstract	We describe the implementation of a specially designed teaching innovation, embedded in the context of energy, for the promotion of specific aspects of the nature of science (NOS). We present empirical results from the implementation of the teaching and learning materials in three intact sixth-grade classes that involved a total of 64 students. We report on students' learning gains and we discuss the ensuing implications for teaching and learning with an emphasis on epistemic ideas. The integration of activities promoting understandings of energy and specific aspects of the NOS seems to work well in impacting on students' epistemic awareness. The findings reveal interesting aspects about the interplay between understandings of energy and the NOS. The article also illustrates that it is possible to teach productively specific aspects of a consensus view of the NOS from a fairly young age without having to rely on advanced science knowledge or explore the intricacies and differentiations across science disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10