A Family Resemblance Approach to the Nature of Science for Science Education

Irzık, Gürol; Nola, Robert

doi:10.1007/s11191-010-9293-4

Cited by 392 publications

(253 citation statements)

References 24 publications

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“…With a family resemblance approach to NOS teaching, both heterogeneity and resemblances between scientific disciplines are emphasized and structured within specific categories. (e.g., Eflin et al 1999;Erduran and Dagher 2014;Irzik and Nola 2011;van Dijk 2011). The framework of NOS themes used in the present study has its point of departure in the NOS tenets described in Lederman (2007).…”

Section: Nos Issues For Compulsory Schoolmentioning

confidence: 99%

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Leden

Hansson

2017

Res Sci Educ

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The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.

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Section: Nos Issues For Compulsory Schoolmentioning

confidence: 99%

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Leden

Hansson

2017

Res Sci Educ

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“…Authors who condemn the use of lists of NOS aspects generally do so because they consider these lists to be inadequate vis-a-vis the objectives of critical scientific education (Allchin, 2011;Irzik & Nola, 2011). There is a risk that lists of conceptions will be understood as just one more of the many lists of concepts that must be taught (or merely memorized) in the classroom when followed to the letter.…”

Section: Azevedo and Scarpamentioning

confidence: 99%

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

Azevedo¹,

Scarpa²

2017

RBPEC

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The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv) the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOS conceptions.

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“…No âmbito do Ensino de Ciências, existe grande concordância que, em uma sociedade altamente científico-tecnológica, é importante trazer às salas de aulas discussões sobre como a Ciência se constrói, como ela se estabelece e quais suas possibilidades e limites (Irzik & Nola, 2011;Martins, 2015;Mathews, 1994;Maurines & Beaufils, 2013;McCommas 1998;Moura & Guerra, 2016;Silva, 2016;Wivagg & Allchin, 2002). Nesse caminho, muitos pesquisadores defendem que o enfoque pautado na História, Filosofia e Sociologia da Ciência (HFSC) se constitui um possível caminho para atingir esse objetivo, explorando as potencialidades dessa abordagem, no intuito de possibilitar aos estudantes compreenderem o processo de construção do conhecimento científico (Arruda & Villani, 1996;Guerra, Reis & Braga, 2004;Höttecke & Silva, 2011;Jardim, 2016;Martins, 2007).…”

Section: Introductionunclassified

“…", também ocupa o debate entre os que se dedicam à educação científica. Surgem, assim, questões que não recaem apenas sobre como as ciências se constroem, mas também, sobre quais seriam os melhores caminhos para se introduzir esta problemática no ensino (Allchin, 2014;Irzik & Nola, 2011;Martins, 2015;McCommas, 2008). Apesar de reconhecermos o debate, não teremos como objetivo aqui apresentá-lo.…”

Section: Introductionunclassified

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

Jardim

Guerra

2017

IENCI

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ResumoNo presente artigo apresentamos uma discussão acerca dos objetivos de ensino encontrados na literatura relacionada ao trabalho com experimentos históricos. Como ponto de partida, realizamos uma revisão bibliográfica, nos websites de seis periódicos de grande relevância nacional para a área do ensino de ciências, e em especial, para o Ensino de Física. O critério de busca se baseou, a princípio, em trabalhos publicados entre os anos de 2001 a 2016, a partir de termos como "experimentos históricos", "museus" e "experiência". Em um segundo momento, devido ao grande número de publicações encontrado, foi desenvolvido um processo de triagem a partir da análise de títulos, resumos, palavras-chave e, quando necessário, do corpo do texto, tendo como intuito o de identificar quais as pesquisas enfatizavam o trabalho com experimentos históricos no ensino de Física, seja em uma perspectiva teórica, seja na manipulação de uma réplica de um aparato histórico. As propostas selecionadas foram dispostas em categorias adaptadas do trabalho de Heering e Höttecke (2014) para que pudéssemos traçar um paralelo entre a produção nacional e internacional que acabaram por apresentar escopos consonantes. Além disso, análise dos resultados nos leva a inferir que, de maneira geral, fatores extra laboratoriais, inerentes a ciência, quando não negligenciados, são colocados de maneira periférica. Assim, traçamos considerações teóricas baseadas em Historiadores da Ciência, que se pautam no viés da História Cultural da Ciência, buscando agregar reflexões ao que vem sendo desenvolvido acerca dos experimentos históricos no ensino de Física até o momento.Palavras-Chave: Experimentos Históricos; Ensino de Física; Revisão Bibliográfica; História Cultural da Ciência; História da Ciência. AbstractIn this paper, a discussion about the purposes of historical experiments in science teaching found in the literature will be presented. As a starting point, we carried out a bibliographic review, on the websites of six relevant periodicals for the area of Science Teaching and, especially for Physics Teaching. The search was based, at first, on works published between the years 2001 and 2016, from terms like "historical experiments", "museums" and "experience". Thereon, due to the large number of publications found, a screening process was developed based on the analysis of titles, abstracts, keywords and, whether necessary, the whole text, aiming to identify which searches emphasize working with historical experiments in Physics teaching, from a theoretical perspective or based on manipulation of a replica of historical apparatus. The selected proposals were arranged in categories adapted from the work of Heering and Höttecke (2014) which allowed us to draw a parallel between the national and international publication that presented resembling scopes. Furthermore, the analysis of the results leads us to infer that, in general, extra lab factors, inherent to science, when not neglected, are placed in a peripheral perspective. Thus, we draw theoretical con...

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A Family Resemblance Approach to the Nature of Science for Science Education

Cited by 392 publications

References 24 publications

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

Nature of Science Progression in School Year 1–9: a Case Study of Teachers’ Suggestions and Rationales

A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

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