Development of Elementary 6th and 7th Grade Students’ Views about Scientific Model and Modeling throughout a Summer Science Camp

Metin, Duygu; Leblebicioğlu, Gülşen

doi:10.15390/eb.2015.1507

Cited by 7 publications

(3 citation statements)

References 21 publications

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“…The same situation was observed on the student level [53]. There are studies in the literature confirming an increase of understandings to some extent in terms of the evidence-based and tentative characteristics of scientific knowledge [76]. Although there are various and concurrent activities implemented together with manipulative interventions, there are also studies reporting that the development of students' understanding, regarding the tentative and evidence-based characteristics of scientific knowledge, is more difficult [77].…”

Section: Discussionsupporting

confidence: 56%

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Duruk¹,

Akgün²,

Tokur³

2019

ujer

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The purpose of this study was to explore the understandings of prospective early childhood teachers on scientific knowledge and scientific method. The study was interpretive in nature. The data were collected through various open-ended questions with subsequent auxiliary ones directed towards ten participants during a combination of in-depth focus group interviews and getting peer feedbacks in this process. Conversations and discussions among the participants were tracked on a tape recorder during the sessions and translated verbatim. The study focused on convenience and criterion sampling. As a criterion, academic achievement (accumulated GDA's) was considered, and the participants were assigned to the final sample this way. The data were analyzed in accordance with the conceptual framework of Marshall and Rossman [1] using an analytical task of qualitative approach. All data that were described, categorized and related to each other in the analysis are given in categories as well as emergent codes. Views of the participants were related to each other in an interpretive manner. Based on the results, the implications and the directions for further study are discussed.

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Section: Discussionsupporting

confidence: 56%

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Duruk¹,

Akgün²,

Tokur³

2019

ujer

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“…At its core, the fundamental skill of scientific thinking lies in coordinating theories and evidence (Kuhn, 1989(Kuhn, , 2002Kuhn et al, 2008;Kuhn & Pearsall, 2000). Some researchers further delineate the components of scientific thinking, including comparison and classification (Kuhn & Pearsall, 2000), reasoning and explanation (Dunbar & Klahr, 2012;Klahr et al, 2019;Murtonen & Salmento, 2019), model and modeling (Coll et al, 2005;Harrison & Treagust, 2000;Metin & Leblebicioğlu, 2015), argumentation (Asmoro et al, 2021;Kuhn, 1993Kuhn, , 2010, and critical thinking (Azar, 2010;Murtonen & Salmento, 2019). Expanding upon Shulman's foundational work, the conception and model of PCK have been refined, translated, and expanded by different scholars (e.g., Geddis et al, 1993;Magnusson et al, 1999;Marks, 1990;Park & Oliver, 2008).…”

Section: Research Focusmentioning

confidence: 99%

Development and Application of an Instrument for Assessing Upper-Secondary School Biology Teachers’ Pedagogical Content Knowledge of Scientific Thinking

Lin,

Wang

2024

JBSE

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Scientific thinking constitutes a vital component of scientific competencies, crucial for citizens to adapt to the evolving societal landscape. To cultivate students’ scientific thinking, teachers should possess an adequate professional knowledge foundation, which encompasses pedagogical content knowledge (PCK). Assessing teachers’ PCK of scientific thinking facilitates the development of effective curricula tailored to their continuous professional development. Despite its significance, empirical studies on biology teachers’ PCK of scientific thinking are notably lacking. Hence, this research aimed to create a reliable and valid tool to evaluate upper-secondary school biology teachers’ PCK of scientific thinking. The results showed that the instrument exhibits high reliability and good validity, affirming its efficiency for investigative purposes. A collective of 292 in-service biology teachers from upper-secondary schools participated in this investigation through the completion of an online survey. The results indicated that, overall, as well as for each component, upper-secondary school biology teachers’ performance on PCK of scientific thinking fell within the lower to middle range. Specifically, the performance levels of four components: knowledge of students (KSU), knowledge of instructional strategies (KIS), knowledge of curriculum (KC), and knowledge of assessment (KA) declined sequentially. Keywords: assessment instrument, pedagogical content knowledge, scientific thinking, upper-secondary school biology teacher

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“…At elementary level, most articles have focused on creative, tentative, empirical, and subjective constructs of NOS (i.e. Akerson et al 2014;Cakici and Bayir 2012;Abd-El-Khalick, Masters and Akerson 2015;Quigley, Pongsanon, and Akerson 2010), reporting that, in general, students tend to hold naïve views about this NOS tenets (Cakici and Bayir 2012;Khishfe 2008;Khishfe and Abd-El-Khalick 2002;Metin and Leblebicioğlu 2015), even at earlier stages of the educational system (Akerson and Donnely 2010;Akerson et al 2014).…”

Section: Studies On Views Of the Nature Of Science Among Elementary S...mentioning

confidence: 99%

STEM education in elementary grades: design of an effective framework for improving attitudes towards school science

Toma¹

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An inquiry-based integrative STEM education approach was implemented in two fourth grade Elementary Education classes, in Spain, through a module on simple machines. The viability of this science education model in the official Spanish curriculum and its influence on students' attitudes towards science and learning of STEM subjects has been studied through an adapted Test of Science Related Attitude scale, achievement tests, and teachers' interviews. Students participating in the integrative STEM project reported significantly more favourable attitudes toward science than students from traditional classrooms. Although attitude scale and achievement test results seem to show that an integrative STEM education may be feasible in 4 th grade of the Spanish elementary education, interviews revealed reluctance among teachers to use integrative STEM education and more directive instructions on implementing such an educational model are demanded. Implications for science education and future studies are discussed.

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Development of Elementary 6th and 7th Grade Students’ Views about Scientific Model and Modeling throughout a Summer Science Camp

Cited by 7 publications

References 21 publications

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Prospective Early Childhood Teachers' Understandings on the Nature of Science in Terms of Scientific Knowledge and Scientific Method

Development and Application of an Instrument for Assessing Upper-Secondary School Biology Teachers’ Pedagogical Content Knowledge of Scientific Thinking

STEM education in elementary grades: design of an effective framework for improving attitudes towards school science

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