Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales

Autor/inn/en	Mulvey, Bridget K.; Bell, Randy L.
Titel	Making Learning Last: Teachers' Long-Term Retention of Improved Nature of Science Conceptions and Instructional Rationales
Quelle	In: International Journal of Science Education, 39 (2017) 1, S.62-85 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1267879
Schlagwörter	Scientific Concepts; Science Instruction; Faculty Development; Teaching Methods; Retention (Psychology); Pedagogical Content Knowledge; Scientific Literacy; Teacher Attitudes; Risk; Intervention; Middle School Teachers; Science Teachers; Statistical Analysis; Questionnaires; Interviews + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Merkfähigkeit; Pädagogische Kompetenz; Lehrerverhalten; Risiko; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Statistische Analyse; Fragebogen; Interviewing; Interviewtechnik
Abstract	Despite successful attempts to improve learners' nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators' attention. We think this question is misplaced. Instead, we build upon recent research addressing a context continuum--drawing on the strengths of both contextualised and noncontextualised NOS instruction--to improve retention. Although there are many different potential contexts for NOS instruction, this investigation focuses on science content as context. The present investigation focused on long-term retention of improved NOS conceptions and rationales for NOS instruction. Participants were all 25 teachers who completed a professional development programme (PDP) utilising a mixed contextualisation approach to NOS instruction. We classified teachers' NOS conceptions into three levels of understanding using the Views of the Nature of Science Form-C responses and interviews three times over the year: pre-, post-, and 10-month delayed post-PDP. Results indicated that initially participants held many alternative NOS conceptions. Post-instruction, responses were substantially improved across all NOS concepts. Furthermore, nearly all of the participants' conceptions were retained across the academic year following the PDP. Participants offered varied rationales for NOS instruction including its potential to improve students' scientific literacy, perceptions of the relevance of science, improve positive risk-taking, and increase tolerance for differences. These results contrast favourably with previous reports of the retention of improvements in NOS conceptions over time. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01