Development of an instrument to assess views on nature of science and attitudes toward teaching science

Chen, Sufen

doi:10.1002/sce.20147

Cited by 113 publications

(104 citation statements)

References 32 publications

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“…Et hinnata teaduse olemuse mõistmist, on koostatud erinevaid mõõte-instrumente (nt Aikenhead & Ryan, 1992;Chen, 2006). Enamik neist on valikvastustega vormis, sisaldades väiteid, mis iseloomustavad teadust ja teaduslikke teadmisi.…”

Section: Teaduse Olemuse Koht Loodusteaduslikus Kirjaoskusesunclassified

The change in student scientific literacy levels during gymnasium studies

Rannikmäe¹,

Soobard²,

Reiska³

et al. 2017

EHA

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Uurimuse eesmärk on longituuduuringule tuginedes kirjeldada gümnaasiumiõpilaste loodusteadusliku kirjaoskuse kujunemise protsessi dünaamikat. Töös kasutatud originaalinstrument koosneb neljast osast: neljast kontekstipõhisest ülesandest, teaduse olemuse ja enesehinnangu küsimustikest ning mõistekaardist. Representatiivse valimiga uuringus osalesid õpilased 42 koolist. Uurimistulemustest ilmneb, et õpilaste loodusteadusliku kirjaoskuse tase kasvab gümnaasiumi jooksul minimaalselt. Õpilaste tulemused 10. ja 12. klassis on sarnased nii aineteadmiste reprodutseerimises, kõrgemat järku kognitiivsetes oskustes, teaduse olemuse mõistmises, enesehinnangus ja ka mõistekaardi kasutamises. Seega, kuigi õppekava on kompetentsuspõhine, näitavad uurimistulemused, et õpilaste loodusteadusliku kirjaoskuse taseme muutus tuleneb pigem aineteadmiste juurdekasvust kui muudest komponentidest. Seetõttu on vaja alustada hariduspoliitilist diskussiooni loodusteaduslike õppeainete õpetamise nüüdisajastamiseks. Summary

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Section: Teaduse Olemuse Koht Loodusteaduslikus Kirjaoskusesunclassified

The change in student scientific literacy levels during gymnasium studies

Rannikmäe¹,

Soobard²,

Reiska³

et al. 2017

EHA

View full text Add to dashboard Cite

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“…Instructors interested in quantitative instruments should consult those created by Anderson et al (2002), Bishop and Anderson (1990), and Settlage and Jensen (1996), all of which assess distinct evolutionary concepts and can be used efficiently with large classes. Instructors may also wish to consider instruments that measure understanding of geological processes (Dodick and Orion 2003b), or the nature of science (Chen 2006). Regardless of instrument used, it is essential that instruments be validated against each other so that their usefulness may be assessed.…”

Section: Assessmentmentioning

confidence: 99%

Evolution Education: Seeing the Forest for the Trees and Focusing Our Efforts on the Teaching of Evolution

et al. 2010

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Evolution is the underlying framework upon which all biology is based; however, when it comes to learning evolutionary concepts, many students encounter obstacles. There are many reasons as to why these obstacles occur. These reasons deal with evolution being treated as a discrete topic among many within a biology curriculum, misunderstanding the nature of science, and personal difficulties with understanding due to evolution's seemingly abstract nature. In this article, we propose a different way of thinking about and teaching evolution in grades K-12, and it surrounds four core areas essential to the understanding of evolution: variation, selection, inheritance, and deep time. Possibilities for how these areas can affect learning are described and implications for assessment are also discussed.Keywords Evolution education . Evolution teaching approaches . Learning progressions . Understanding evolution . Evolutionary beliefs . Evolution curricular approaches When Charles Darwin proposed his theory of natural selection in the 1800s, this profoundly changed the social and scientific landscape of the time. Few in society of the time could accept this paradigm shift, but the Darwinian shift had hallmarks of the scientific process, where competing explanations of the natural world were, and still, looked at through open-mindedness and a critical lens. A similar conflict occurred in geology over Wegener's theory of continental drift. Once mapping of the ocean floor revealed the mid-oceanic ridges and trenches that Wegener's theory required, the geology community quickly adopted the theory, which now forms the basis for understanding much of geology. Evolution holds a similar place in biology. The integration of genetics with evolution that started in the 1930s (Haldane 1932) provided the "missing link" in biology that mid-oceanic ridges had provided to geology. As a result, evolution is the overarching theory that provides the stable bedrock on which biological research and understanding are based. While new details and discoveries in evolution continue to emerge, evolution is the basis for our understanding of biology. Yet despite this centrality, evolution continues to be poorly understood by students, educators, and the public.

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“…Considerando la actitud como la predisposición a actuar de una manera determinada en base a la incidencia de los componentes cognitivos, afectivos y conductuales, en donde que cada elemento está interrelacionado (Albarracin, Johnson, & Zanna, 2005), debido a que se desconoce cuál es la actitud del profesorado universitario hacia todos los cambios acontecidos y cómo han afectado a sus funciones docentes e investigadoras, afloran estudios centrados en conocer la actitud del profesorado hacia cuestiones relacionadas con la enseñanza universitaria (Álvarez et al, 2011;Chen, 2006;Fernández-Batanero & González, 2015;García Terán, Cabanillas, Morán, & Olaz, 2014;Quevedo-Blasco, Ariza, & Buela-Casal, 2015;Rebollo-Catalán, García, Piedra, & Vega, 2011;Vicente Alvarez & Rodríguez Rodríguez, 2014).…”

Section: Introductionunclassified