A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-Service Teachers the Nature of Science by Ostention

Autor/inn/en	Smith, Mike U.; Scharmann, Lawrence
Titel	A Multi-Year Program Developing an Explicit Reflective Pedagogy for Teaching Pre-Service Teachers the Nature of Science by Ostention
Quelle	In: Science & Education, 17 (2008) 2-3, S.219-248 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-006-9009-y
Schlagwörter	Preservice Teacher Education; Action Research; Scientific Principles; Science Teachers; Case Studies; Methods; Teaching Methods; Teaching Models; Reflective Teaching; Evolution; Christianity; Beliefs; Cognitive Processes + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Projektforschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Method; Methode; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Christentum; Belief; Glaube; Cognitive process; Kognitiver Prozess
Abstract	This investigation delineates a multi-year action research agenda designed to develop an instructional model for teaching the nature of science (NOS) to preservice science teachers. Our past research strongly supports the use of explicit reflective instructional methods, which includes Thomas Kuhn's notion of learning by ostention and treating science as a continuum (i.e., comparing fields of study to one another for relative placement as less to more scientific). Instruction based on conceptual change precepts, however, also exhibits promise. Thus, the investigators sought to ascertain the degree to which conceptual change took place among students (n = 15) participating in the NOS instructional model. Three case studies are presented to illustrate successful conceptual changes that took place as a result of the NOS instructional model. All three cases represent students who claim a very conservative Christian heritage and for whom evolution was not considered a legitimate scientific theory prior to participating in the NOS instructional model. All three case study individuals, along with their twelve classmates, placed evolution as most scientific when compared to intelligent design and a fictional field of study called "Umbrellaology." (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10