An analysis of several instruments measuring “nature of science” objectives

Doran, Rodney L.; Guerin, Robert O.; Cavalieri, Joanne

doi:10.1002/sce.3730580306

Cited by 13 publications

(6 citation statements)

References 6 publications

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“…In the three and a half decades following Conant's Science and Common Sense, researchers developed numerous instruments for assessing teachers' and students' knowledge of the nature of science. Comparative analyses of these instruments (see Doran, Guerin, & Cavalieri, 1974;Lucas, 1975) reveal significant differences, and confirm Herron's comment that " . .…”

Section: Theoretical Basis For Studysupporting

confidence: 69%

A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers

Cobern

1989

J Res Sci Teach

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In this study American preservice science TEACHERS' responses on Kimball's Nature of Science Survey (NOSS) were used as a basis for analyzing the sense of the nature of science held by a group of Nigerian preservice science teachers. From an item‐by‐item comparison two salient differences were noted. These differences are quite interesting and important, and one would expect to see replication attempts in the near future. The primary difference was that the Nigerian students were much more inclined to see science as a way of producing useful technology. Given the national interests of a developing nation this is an understandable perception and one common among government policy makers. Nevertheless, it is a view with potential long‐range dangers if this view of science is effectively transferred from teacher to student. For example, such a view is likely to raise false expectations in the general population, which when not achieved could result in widespread rejection of science. The second distinctive of the Nigerian students' sense of the nature of science had to do with the openness of science. These students perceived scientists as nationalistic and secretive about their work. This finding is troubling and indicates an important line of investigation: What image of science, especially Western science, is carried in the international media? How is that image understood in non‐Western nations? What are the implications for international scientific cooperation?

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Section: Theoretical Basis For Studysupporting

confidence: 69%

A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers

Cobern

1989

J Res Sci Teach

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“…(1) rudimentary knowledge of the history and the philosophy of science could enhance students' understandings of science and; (2) science teachers' views of science do affect their students' views of science (Conant;1951;Dingle, 1952;Ogunyemi, 1969;Cole, 1975;Bajah, 1975;Connelly, 1973;Robinson, 1965Robinson, , 1969Pella & Carey, 1967;Mackay, 1971;Smolicz & Nunan, 1975;Schwab, 1962;Doran et al, 1974;Aikenhead, 1973;Shulman & Tamir, 1973;Rowe, 1976;Schaffner, 1964;Hurd, 1969;Ogunniyi & Pella, 1980;Ogunniyi, 1982).…”

Section: Introductionmentioning

confidence: 97%

Relative Effects of a History/Philosophy of Science Course on Student Teachers’ Performance on Two Models of Science

Ogunniyi

1983

Research in Science & Technological Education

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Student teachers exposed to a combined course on the history and philosophy of science showed increased understanding of the nature and the language of science as a result of the course. The student teachers performed better on a model on the language of science (LOS) than another model on the nature of science (NOS). This study indicates that a well integrated course in the history and philosophy of science could enhance prospective science teachers' understanding of science and consequently the students they would teach after their training.

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“…Two examples of accepted and well field-tested models are nature of science and Rubba nature of science knowledge models. Due to the complexity and broadness of the construct nature of science, measuring and drawing inferences about understanding the nature of science may result in inaccurate conclusions Doran, Guerin, & Cavalieri, 1974).…”

Section: Statement Of Problemmentioning

confidence: 99%

“…Meichtry reviewed previous studies and noted the potential for inconsistencies in respondents conceptions when measured on different models. Doran, et al (1974) suggested that the construct must be defined in the broadest terms. This study measured teachers' conceptions on the nature of science on two models in an attempt to deal with some of these concerns.…”

Section: Statement Of Problemmentioning

confidence: 99%

“…Both the nature of science and the nature of scientific knowledge are built on similar understandings . However, the nature of science is broader and includes aspects on the nature of scientific knowledge, nature of the scientific enterprise, and nature of scientists (Doran, et al, 1974). The model is more specific to the nature of scientific knowledge, it focuses on the nature of scientific ideas and claims, the products of scientific activity.…”

Section: 14mentioning

confidence: 99%

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Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe

Shumba¹

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An analysis of several instruments measuring “nature of science” objectives

Cited by 13 publications

References 6 publications

A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers

A comparative analysis of noss profiles on nigerian and American preservice, secondary science teachers

Relative Effects of a History/Philosophy of Science Course on Student Teachers’ Performance on Two Models of Science

Interaction of socio-cultural backgrounds and beliefs with conceptions of the nature of science, societal issues, and instructional ideology among secondary science teachers in Zimbabwe

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