Early years education teachers’ perceptions of nature of science

Schofield, Lindsay; Takriti, Rachel; Rabbani, Lutfieh; AlAmirah, Iman; Ioannidou, Olga; Alhosani, Najwa; Elhoweris, Hala; Erduran, Sibel

doi:10.1080/09500693.2023.2168139

Cited by 4 publications

(2 citation statements)

References 55 publications

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“…Science teachers must depict the nature of science in their own teaching. Science teachers must raise understanding of the distinction between laws and theories (Schofield et al, 2023), as well as the distinction between hypotheses and theories, which is particularly crucial for senior high school students.…”

Section: Discussionmentioning

confidence: 99%

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

Ayilimba,

Tindan,

Dorsah

2024

EJCEEL

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The study aimed to understand Senior High School Students’ perspectives on the myth of theory, law, and the theory-laden nature of scientific knowledge. A qualitative approach was adopted using a case-study design based on the constructivists paradigm. The participants were ten (10) students purposively selected from a Minor Seminary Senior High School in the Upper East Region of Ghana. The school was selected as a case using the extreme-case selection criteria. Instrument used for data collection was the Theory, Law, and Theory-laden Questionnaire (TLT-LQ). The TLT-LQ consisted of four questions on myth of theory and law and the theory-laden or subjective nature of science. The questions were adapted from Items 5 and 8 of the VNOS-C questionnaire. It was found that six students (60%) held naïve views on the differences between a theory and law. They think that a theory is a guess that has not been proven scientifically, whiles a law is a theory that has been proven to be true. Three students (30%) held transitional views on the differences between a theory and law. They correctly stated that theories explain events, but also think that a theory is a hypothesis that has been tested and proven. Thus, they believe in the myth of a hierarchical relationship between a hypothesis and a theory. Nine students (90%) held the naïve view that there is a hierarchical relationship between a theory and a law where a theory becomes law after it has been proven. On the subjective nature of science, five students (50%) held informed views. They understand that scientific knowledge is subjective or theory-laden. They believe that two scientists may see things differently. Also, four students (40%) held a transitional view. The students think that two scientists may get different results and conclusions from the same data set. They believe that two scientists may analyse the same data set differently. They also think that different experimental error can lead to different conclusions, implying indirectly that a scientists’ backgrounds, values, beliefs and training affects the way they interpret data.

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Section: Discussionmentioning

confidence: 99%

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

Ayilimba,

Tindan,

Dorsah

2024

EJCEEL

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“…Apart from that, providing training to teachers is also a strategy and intervention that can be used to improve scientific literacy among science teachers (Schofield et al, 2023;Rachmatullah et al;2023;Mouza et al, 2022;Zoupidis et al, 2022;Alghamdil, 2023;Becerra et al, 2023;Luft et al, 2022& Abdulbakiogle et al, 2022. The study conducted by Alghamdi (2023) explained that teachers need professional development, such as training because teachers have limited knowledge in STEAM fields.…”

Section: What Are the Strategies And Interventions That Can Be Used T...mentioning

confidence: 99%

Empowering Scientific Literacy of Science Teachers: Systematic Literature Review (SLR)

Mohd Nor,

Mahmud

2024

IJARPED

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Scientific literacy plays an essential role in developing and strengthening teacher knowledge in line with the development of student knowledge. The study aims to identify the challenges and obstacles faced by science teachers in strengthening scientific literacy, what strategies and interventions can be used to improve teachers' scientific literacy and the effects of teachers' scientific literacy on student learning and achievement. This study used the PRISMA model, and 26 articles were selected to be analyzed to answer the research questions. This study focuses on empirical studies in 2019-2023 using two databases: Scopus and Web of Science (WOS). Five themes have been identified in the study: content knowledge, professional development, approaches, pedagogical content knowledge, and student knowledge.

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Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines

Gerondio,

Unabia,

Mayang

et al. 2023

International Journal of Science Education

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Early years education teachers’ perceptions of nature of science

Cited by 4 publications

References 55 publications

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

Empowering Scientific Literacy of Science Teachers: Systematic Literature Review (SLR)

Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines

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