Advancing the Perceptions of the Nature of Science (NOS): Integrating Teaching the NOS in a Science Content Course

Autor/in	Aflalo, Ester
Titel	Advancing the Perceptions of the Nature of Science (NOS): Integrating Teaching the NOS in a Science Content Course
Quelle	In: Research in Science & Technological Education, 32 (2014) 3, S.298-317 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2014.944492
Schlagwörter	Scientific Principles; Scientific Attitudes; Preservice Teachers; Knowledge Base for Teaching; Teaching Methods; Action Research; Science Instruction; Foreign Countries; Pretests Posttests; Intervention; Questionnaires; Israel + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Fragebogen
Abstract	Background: Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose: The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores the effects of another approach to teaching that combines teaching the NOS in a course of scientific content. Sample and Programmed description: 109 preservice teachers studied the course on "Cell Biology" or the course, "Introduction to Life Sciences," whose teaching model differs. In addition to the usual subject matter the courses included activities to understand some aspects of the NOS, reflective discussions, as well as historical descriptions of the scientific discoveries and developments pertaining to the course matter. Design and methods: The study has characteristics of action research The perceptions of the NOS amongst preservice teachers were examined prior to, and following, the course. The perceptions were examined through 35 closed questions and one open question. Results: The findings show that following the course, some of the concepts of NOS changed. Naïve and conservative acuity developed into more current perceptions towards the NOS. Similarly, there was greater internalization of the meaning of the NOS and the significance of its teaching. Conclusions: The findings of this research discuss evidence of the importance of combining the teaching of the NOS in scientific courses in order to advance scientific literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10