A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course

Autor/in	Aydin, Sevgi
Titel	A Science Faculty's Transformation of Nature of Science Understanding into His Teaching Graduate Level Chemistry Course
Quelle	In: Chemistry Education Research and Practice, 16 (2015) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/C4RP00212A
Schlagwörter	Case Studies; Science Instruction; Science Teachers; College Faculty; College Science; Observation; Scientific Principles; Semi Structured Interviews; Coding; Teaching Methods; Graduate Study; Data Analysis; Teacher Attitudes; Science Curriculum; Prior Learning; Misconceptions; Evaluation Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fakultät; Beobachtung; Codierung; Programmierung; Teaching method; Lehrmethode; Unterrichtsmethode; Aufbaustudium; Graduiertenstudium; Hauptstudium; Auswertung; Lehrerverhalten; Vorkenntnisse; Missverständnis
Abstract	This is an interpretive case study to examine the teaching of an experienced science faculty who had a strong interest in teaching undergraduate and graduate science courses and nature of science specifically. It was interested in how he transformed knowledge from his experience as a scientist and his ideas about nature of science into forms accessible to his students. Data included observations (through the 12-week semester) and field notes, Views of Nature of Science-Form B, as well as semistructured interview. Deductive analysis based on existing codes and categories was applied. Results revealed that robust SMK and interest in nature of science helped him address the different nature of science aspects, and produce original content-embedded examples for teaching nature of science. Although he was able to include nature of science as a part of a graduate course and to address nature of science myths that graduate students had, nature of science assessment was missing in his teaching. When subject matter knowledge and nature of science understanding support each other, it may be a key element in successful nature of science learning and teaching. Similar to science teachers, the development of assessment of nature of science may take more time than the development of other components of instruction (i.e., instructional strategy) for science faculties. Hence, this result may be an indication of the specific need for support to develop this component of teaching. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01