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Autor/inn/enQuigley, Cassie; Pongsanon, Khemmawadee; Akerson, Valarie L.
TitelIf We Teach Them, They Can Learn: Young Students Views of Nature of Science during an Informal Science Education Program
QuelleIn: Journal of Science Teacher Education, 22 (2011) 2, S.129-149 (21 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1046-560X
DOI10.1007/s10972-010-9201-4
SchlagwörterInformal Education; Scientific Principles; Educational Change; Scientific Literacy; Reflective Teaching; Science Education; Science Instruction; Student Improvement; Teaching Methods; Instructional Effectiveness; Scientific Attitudes; Student Attitudes; Achievement Gains
AbstractThere have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, "Benchmarks for science literacy," Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, "NSTA position statement: The nature of science," www.nsta.org/159&psid=22 , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, "J Res Sci Teach" 43:377-394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students' understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs. (As Provided).
AnmerkungenSpringer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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