Changes Observed in Views of Nature of Science During a Historically Based Unit.
Saved in:
| Title: | Changes Observed in Views of Nature of Science During a Historically Based Unit. |
|---|---|
| Authors: | Rudge, David1 david.rudge@wmich.edu, Cassidy, David2 david.p.cassidy@wmich.edu, Fulford, Janice2 janice.m.fulford@wmich.edu, Howe, Eric3 emhowe@assumption.edu |
| Source: | Science & Education. Sep2014, Vol. 23 Issue 9, p1879-1909. 31p. |
| Subject Terms: | *Science education, *Science teachers, *Student teachers, *Education, History of science, Philosophy of science, Scientific method |
| Abstract: | Numerous empirical studies have provided evidence of the effectiveness of an explicit and reflective approach to the learning of issues associated with the nature of science (NOS) (c.f. Abd-El-Khalick and Lederman in J Res Sci Teach 37(10):1057-1095, ). This essay reports the results of a mixed-methods association study involving 130 preservice teachers during the course of a three class unit based upon the history of science using such an approach. Within the unit the phenomenon of industrial melanism was presented as a puzzle for students to solve. Students were explicitly asked to reflect upon several NOS issues as they developed and tested their own explanations for the 'mystery phenomenon'. NOS views of all participants were characterized by means of surveys and follow-up interviews with a subsample of 17 participants, using a modified version of the VNOS protocol (c.f. Lederman et al. in J Res Sci Teach 39(6):497-521, ). An analysis of the survey results informed by the interview data suggests NOS views became more sophisticated for some issues, e.g., whether scientific knowledge requires experimentation; but not others, e.g., why scientists experiment. An examination of the interview data informed by our experiences with the unit provides insight into why the unit may have been more effective with regard to some issues than others. This includes evidence that greater sophistication of some NOS issues was fostered by the use of multiple, contextualized examples. The essay concludes with a discussion of limitations, pedagogical implications, and avenues for further research. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 97875014 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Changes Observed in Views of Nature of Science During a Historically Based Unit. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rudge%2C+David%22">Rudge, David</searchLink><relatesTo>1</relatesTo><i> david.rudge@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Cassidy%2C+David%22">Cassidy, David</searchLink><relatesTo>2</relatesTo><i> david.p.cassidy@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Fulford%2C+Janice%22">Fulford, Janice</searchLink><relatesTo>2</relatesTo><i> janice.m.fulford@wmich.edu</i><br /><searchLink fieldCode="AR" term="%22Howe%2C+Eric%22">Howe, Eric</searchLink><relatesTo>3</relatesTo><i> emhowe@assumption.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Sep2014, Vol. 23 Issue 9, p1879-1909. 31p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22History+of+science%22">History of science</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophy+of+science%22">Philosophy of science</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+method%22">Scientific method</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Numerous empirical studies have provided evidence of the effectiveness of an explicit and reflective approach to the learning of issues associated with the nature of science (NOS) (c.f. Abd-El-Khalick and Lederman in J Res Sci Teach 37(10):1057-1095, ). This essay reports the results of a mixed-methods association study involving 130 preservice teachers during the course of a three class unit based upon the history of science using such an approach. Within the unit the phenomenon of industrial melanism was presented as a puzzle for students to solve. Students were explicitly asked to reflect upon several NOS issues as they developed and tested their own explanations for the 'mystery phenomenon'. NOS views of all participants were characterized by means of surveys and follow-up interviews with a subsample of 17 participants, using a modified version of the VNOS protocol (c.f. Lederman et al. in J Res Sci Teach 39(6):497-521, ). An analysis of the survey results informed by the interview data suggests NOS views became more sophisticated for some issues, e.g., whether scientific knowledge requires experimentation; but not others, e.g., why scientists experiment. An examination of the interview data informed by our experiences with the unit provides insight into why the unit may have been more effective with regard to some issues than others. This includes evidence that greater sophistication of some NOS issues was fostered by the use of multiple, contextualized examples. The essay concludes with a discussion of limitations, pedagogical implications, and avenues for further research. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=97875014 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11191-012-9572-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 31 StartPage: 1879 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Education Type: general – SubjectFull: History of science Type: general – SubjectFull: Philosophy of science Type: general – SubjectFull: Scientific method Type: general Titles: – TitleFull: Changes Observed in Views of Nature of Science During a Historically Based Unit. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rudge, David – PersonEntity: Name: NameFull: Cassidy, David – PersonEntity: Name: NameFull: Fulford, Janice – PersonEntity: Name: NameFull: Howe, Eric IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 09267220 Numbering: – Type: volume Value: 23 – Type: issue Value: 9 Titles: – TitleFull: Science & Education Type: main |
| ResultId | 1 |
