Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Periódico International Journal of Science Education

Publicação: Volume 35, Number 2, 1 January 2013 , pp. 335-355(21)

Título do artigo: Realising the Potential of an Authentic Context to Understand the Characteristics of NOS and NOT: You, me and UV

Autores: Heap, Rena; France, Bev

Parte inferior do formulário

Parte inferior do formulário

Abstract:

A group of preservice primary teachers (46) in their third year of a Bachelor of Education degree were overtly taught the nature of science (NOS) and nature of technology (NOT) within an authentic context of the issues of UV radiation. The research question asked was, ‘What characteristics of NOS and NOT are identified, illustrated and justified within an authentic context by the preservice teachers?’ This context was accessed via a web-based resource, ‘You, Me and UV’ (www.sciencelearn.org.nz), which provided preservice teachers with virtual access to the science research community. The goal of this research was to explore the potential of providing a virtual authentic resource, accompanied by explicit teaching of NOS and NOT, to develop preservice teachers' understandings of NOS and NOT. A data collection instrument where preservice teachers were required not only to identify examples of NOS and NOT, but also to justify and contextualise them from this context, was able to capture their level of understanding. It also showed the potential of an authentic context and the possibilities of a virtual resource to provide access to communities of practice of science and technology research.

Keywords: Authentic context; Authentic learning; Nature of science; Nature of technology; Teacher education; Virtual resource

DOI: http://dx.doi.org/10.1080/09500693.2011.653417

Upper Secondary Chemistry Students in a Pharmacochemistry Research Community

Periódico: International Journal of Science Education

Publicação: Volume 35, Number 6, 1 April 2013 , pp. 1012-1036(25)

Título do artigo: Upper Secondary Chemistry Students in a Pharmacochemistry Research Community

Autores: van Rens, Lisette¹; van Muijlwijk, Jacqueline²; Beishuizen, Jos¹; van der Schee, Joop¹

Parte inferior do formulário

Parte inferior do formulário

Abstract:

This study deals with the participation of 10 upper secondary chemistry students, aged 16–17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed.

Keywords: Chemistry education; Design study; Nature of science

DOI: http://dx.doi.org/10.1080/09500693.2011.591845

Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories

Periódico: International Journal of Science Education
Publicação: Volume 36, Number 7, 3 May 2014 , pp. 1184-1209(26)

Título do artigo: Instructional Experiences of Graduate Assistants Implementing Explicit and Reflective Introductory Biology Laboratories

Autores: Bautista, Nazan Uludag¹; Schussler, Elisabeth E.²; Rybczynski, Stephen M.³

Abstract:

Science education reform documents identify nature of science (NOS) as a critical component of scientific literacy and call for universities, colleges, and K-12 schools to explicitly integrate NOS learning into science curricula. In response to these calls, this study investigated the classroom practices of nine graduate assistants (GAs) who taught expository and inquiry laboratories that implemented an explicit and reflective (ER) pedagogy to teach NOS. The purpose of this qualitative study was to better understand the experiences that enabled or inhibited GA implementation of an ER strategy in a college setting. The findings revealed that achieving quality implementation in this setting was very difficult. Factors such as GAs' ability to foster meaningful classroom discussions, laboratory logistics (e.g. lack of time and supplies), and the value undergraduates and GAs saw in learning about NOS were identified by GAs and observed by the researchers as barriers to the technique maximizing its potential. Thus, for meaningful infusion of NOS into science curricula, pedagogical support for GAs to manage meaningful classroom discussions in support of NOS or other complex topics is recommended for an ER approach to NOS learning to be successful in college settings.

Keywords: Explicit and reflective; Graduate assistant; Laboratory work; Nature of science; Professional development

DOI: http://dx.doi.org/10.1080/09500693.2013.853146

Representing Nature of Science in a Science Textbook: Exploring author–editor–publisher interactions

Periódico: International Journal of Science Education, 
Publicação: Volume 36, Number 7, 3 May 2014 , pp. 1061-1082(22)

Título do artigo: Representing Nature of Science in a Science Textbook: Exploring author–editor–publisher interactions

Autores: DiGiuseppe, Maurice

Abstract:

Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)—a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and ‘Workplace Resources’ factors including availability of time, relevant expertise, and opportunities for professional development.

Keywords: Chemistry education; Nature of science; Textbook analysis

DOI: http://dx.doi.org/10.1080/09500693.2013.840405