Chemistry Teachers' Views on the Nature of Science and History and Philosophy of Science

Autor/inn/en	Milanovic, Vesna D.; Trivic, Dragica D.
Titel	Chemistry Teachers' Views on the Nature of Science and History and Philosophy of Science
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 48 (2022) 1, S.57-71 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2021.1971051
Schlagwörter	Scientific Principles; Science Teachers; Chemistry; Teacher Attitudes; Science History; Philosophy; Course Content; Student Attitudes; Age Differences; Teaching Experience; Elementary School Teachers; Grade 7; Foreign Countries; Teacher Characteristics; Science Instruction; Serbia + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Lehrerverhalten; History of science; Wissenschaftsgeschichte; Philosophie; Kursprogramm; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Elementary school; Grundschule; Volksschule; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Serbien
Abstract	The aim of this paper was to investigate chemistry teachers' attitudes towards certain characteristics of the nature of science and history and philosophy of science, and the influence of those views on their teaching practice. The sample comprised 272 chemistry teachers. A questionnaire was used for data collection. Most teachers recognised some characteristics of the nature of science. Slightly more than half of the respondents partially agreed that there should be more topics from history and philosophy of science in classes, that those topics could positively influence students' attitudes towards science and solutions of the problems of modern society. The respondents who had attended courses in the history of science/chemistry expressed significantly more positive attitudes towards inclusion of more historical and philosophical topics in classes. However, teachers aged 31-40 and with 6-15 years of work experience had the least positive attitudes towards many variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01