Developing a Community of Practice to Support Preservice Elementary Teachers’ Nature of Science Instruction

Akerson, Valarie L.; Donnelly, Lisa A.; Riggs, Morgan; Eastwood, Jennifer

doi:10.1080/09500693.2011.639100

Cited by 29 publications

(18 citation statements)

References 19 publications

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“…Features of NOS have been explained from different researchers as scientific knowledge is empirically based, reliable and tentative, subjective to a degree, product of observation and inference as well as product of creative thinking, effected by social and cultural values, scientific laws and theories are different kinds of knowledge, scientists use many methods to develop knowledge (Akerson et al, 2012;NRC, 1996; American Association for the Advancement of Science [AAAS], 1993).…”

Section: Introductionmentioning

confidence: 99%

Elementary school students’ perceptions about nature of scientific knowledge and some pseudoscientific ideas

2016

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In early childhood, people develop some beliefs that can affect the whole lives. Developing pseudoscientific beliefs can cause differences on child's nature of scientific knowledge. Giving importance on prevent gaining pseudoscientific knowledge may help qualified lifelong learning abilities. In this study, it was aimed to investigate the elementary school students' nature of scientific knowledge and views about some common pseudoscientific ideas. Also some variables' impacts on data collection tool scores were searched, too. The study was conducted on 2014-2015 educational year with 5 th , 6 th , 7 th and 8 th grade elementary school students. In the study, Nature of Scientific Knowledge Scale (NSKS) and eight statements were used to collect data. The aim of these eight statements was to figure out students' pseudoscientific ideas about evolution and nature of science. SPSS 20.00 programme was used to analyze data. It was found that girls' total scale scores were found higher than boys' total scores. Girls' amoral, parsimonious, testable and unified sub-dimension scores were also found higher than boys' scores. 7 th grade students showed higher total scale scores than the other grade students. Also, it was seen that 7 th grade students have more sophisticated knowledge about evolution than the nature of science features. At the end of the study the findings were discussed according to literature and some suggestions were given.

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Section: Introductionmentioning

confidence: 99%

Elementary school students’ perceptions about nature of scientific knowledge and some pseudoscientific ideas

2016

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“…This may be fostered by incorporating discussions of socioscientific issues (Schalk 2012), metacognitive prompts (Peters and BCitsantas 2010), or argumentation instruction (McDonald 2010) into the curriculum and having faculty members and TAs form communities of practice to support NOS instruction (Akerson et al 2012). However, instructors will have to choose a pedagogy that matches the NOS learning objective, perhaps selecting an expository laboratory for some NOS aspects and an inquiry-based one for others in order to maximize content, process, and NOS learning in the students.…”

Section: Discussionmentioning

confidence: 99%

Instruction Matters for Nature of Science Understanding in College Biology Laboratories

Schussler¹,

Bautista²,

Link‐Pérez³

et al. 2013

BioScience

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Student understanding of the nature of science (NOS) improves in response to focused reflection about its aspects-an explicit, reflective (ER) pedagogy However, whether this approach is effective within the two most common instructional models of undergraduate science laboratoriesexpository, which conflrms predetermined outcomes, and inquiry, which is student driven and involves undetermined outcomes-is unknown. We manipulated underlying pedagogy (expository or inquiry based) and NOS treatment (ER or no ER) randomly across 31 sections of an introductory biology laboratory (n = 602 students). The students' understanding of several NOS aspects, assessed by their responses on two validated surveys, was significantly affected by the treatment However, different NOS aspects were promoted by different treatments, which suggests that no single model or pedagogy can increase all aspects of NOS understanding. Instead, the instructional approach should be selected on the basis of the desired NOS learning outcomes.

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“…Sumado a lo anterior, se destaca el alto potencial que presenta el desarrollo de cursos formales para la enseñanza y aprendizaje de las ciencias, como "semillas" para la conformación de una CoP (p. ej., Akerson, Donnelly, Riggs y Eastwood, 2012;Eylon y Bagno, 2006;Hume, 2012). El principal argumento surge en la diversidad de oportunidades de interacción que ofrece un aula de clase, ya sea virtual o presencial, para servir como un primer punto de encuentro entre los potenciales miembros de la comunidad, aportando a la construcción de una red social que evolucione y de forma a la CoP.…”

Section: Diseño Del Curso Virtualunclassified

Acciones para el cultivo de una Comunidad de Práctica de profesores de Física: análisis de los procesos de participación periférica legítima a través de un curso virtual sobre Recursos Educativos Abiertos para la enseñanza de la Física

2020

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La literatura destaca la existencia de una significativa brecha entre la investigación educativa y las prácticas docentes. Por otro lado, existen estudios sobre Comunidades de Práctica (CoP) conformadas por docentes en formación inicial y en inicios de carrera, investigadores y docentes de Educación Básica, que muestran buenos resultados para transformar las prácticas de enseñanza de las ciencias en la Escuela, aportando a su vez, a la reducción de esta brecha. ¿Cómo cultivar estas Comunidades de Práctica? En este trabajo se presentan los resultados de un estudio empírico de carácter exploratorio que se realizó durante el diseño e implementación de un curso virtual de extensión sobre Recursos Educativos Abiertos (REA), para la enseñanza de la Física, ofertado por una universidad brasileña. El curso se diseñó integrando los siete principios de Wenger y colaboradores para el cultivo de CoP, con el objetivo de generar un conjunto de acciones iniciales para favorecer el proceso de conformación de una CoP virtual de profesores de Física. En total, participaron 40 estudiantes de últimos semestres de programas de licenciatura en Física y Matemáticas de cuatro instituciones de Educación Superior (dos colombianas y dos brasileñas), dos tutores, dos profesores titulares y tres profesores colaboradores. Se realizó un análisis mixto de las comunicaciones asíncronas vía chat, con el fin de explorar procesos de Participación Periférica Legítima (PPL) y la construcción de trayectoria de aprendizaje de los participantes. Se concluye que el curso virtual propició la interacción continua entre los diferentes participantes, aportando a la conformación de una red de intereses compuesta por nueve ex participantes del curso, quienes se vincularon de forma voluntaria al desarrollo de un nuevo proyecto enfocado en el uso de REA para la enseñanza de la Física, dando forma a un potencial equipo coordinador (núcleo) para la comunidad.

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Developing a Community of Practice to Support Preservice Elementary Teachers’ Nature of Science Instruction

Cited by 29 publications

References 19 publications

Elementary school students’ perceptions about nature of scientific knowledge and some pseudoscientific ideas

Elementary school students’ perceptions about nature of scientific knowledge and some pseudoscientific ideas

Instruction Matters for Nature of Science Understanding in College Biology Laboratories

Acciones para el cultivo de una Comunidad de Práctica de profesores de Física: análisis de los procesos de participación periférica legítima a través de un curso virtual sobre Recursos Educativos Abiertos para la enseñanza de la Física

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