Tracing Preservice Teachers' Understanding of Nature of Science through Their Drawings and Writing

Autor/inn/en	Barak, Miri; Yachin, Tal; Erduran, Sibel
Titel	Tracing Preservice Teachers' Understanding of Nature of Science through Their Drawings and Writing
Quelle	In: Research in Science Education, 53 (2023) 3, S.507-523 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barak, Miri) ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10069-3
Schlagwörter	Preservice Teachers; Teacher Education Programs; Scientific Principles; Freehand Drawing; Methods Courses; Science Teachers; Concept Formation; Scientific Concepts; Epistemology; Correlation; Writing (Composition); Scientists; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Methodisch-didaktische Anleitung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Erkenntnistheorie; Korrelation; Schreibübung; Scientist; Wissenschaftler; Pädagogische Kompetenz
Abstract	The goal of this study was to examine the way preservice science teachers depict and develop their understanding of nature of science (NOS), from the perspective of the family resemblance approach (FRA). FRA defines NOS as a Cognitive-Epistemic and Social-Institutional system. Appling the dual-analytic approach via reflective drawing analysis, we studied participants' drawings and written explanations, before and after participating in a "methods of teaching" course. The findings indicated a significant increase in the number of preservice science teachers who associated NOS with scientific practices, methods and methodological rules, scientific knowledge, and scientists' professional activities. The findings also indicated an increase in the number of categories identified within the Cognitive-Epistemic domain, and an increase in the number of new categories associated with the Social-Institutional domain. The FRA-related activities resulted in an improvement trajectory, indicating a transition from a stance based on a learner's perspective of asking everyday questions toward a more epistemic, social, and institutional stance, depicting understanding of NOS from a scientist viewpoint. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01