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Bell, Randy L.; Abd‐El‐Khalick, Fouad; Lederman, Norman G.; McComas, William F.; Matthews, Michael R.

doi:10.1023/a:1008712616090

Cited by 52 publications

(4 citation statements)

References 300 publications

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“…Teaching students about the nature and epistemic practice of a discipline is the major goal in all science disciplines . The epistemic practice of a discipline is characterized by how members of a “community propose, justify, evaluate, and legitimize knowledge claims within a disciplinary framework” .…”

Section: The Epistemic Practice Of Organic Chemistrymentioning

confidence: 99%

Concept-Oriented Task Design: Making Purposeful Case Comparisons in Organic Chemistry

Graulich

Schween

2018

J. Chem. Educ.

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Acquiring conceptual understanding seems to be one of the main challenges students face when studying organic chemistry. Traditionally, organic chemistry presents an extensive variety of chemical transformations, which often lead students to recall an organic transformation rather than apply conceptual knowledge. Strong surface level focus and rather weak conceptual knowledge is the consequence. Purposefully designed tasks, which help engaging students to "overlook" the structural features, are proposed here as a means to enhance conceptual understanding and the integration of concepts. Following the idea of contrasting cases, broadly used in science education, and mirroring the epistemic practice of organic chemistry, we illustrate how contrasting cases can be embedded in an inquiry process to highlight the influence of electronic substituent effects on reactive intermediates and rates of organic reactions.

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Section: The Epistemic Practice Of Organic Chemistrymentioning

confidence: 99%

Concept-Oriented Task Design: Making Purposeful Case Comparisons in Organic Chemistry

Graulich

Schween

2018

J. Chem. Educ.

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“…To support these curriculum initiatives published teaching resources are becoming available (Hind et al 2000;McComas 2000; Science for Public Understanding (SPU) 2004; University of Berkeley 2004; University of York/Nuffield Foundation 2004). However, there is a growing body of evidence that many teachers find the use of such materials in the classroom very challenging (Bell et al 2001;Brickhouse 1990;Lederman et al 2003). This paper examines the nature of these challenges by exploring the content and quality of teacher talk within specific classroom contexts.…”

Section: Introductionmentioning

confidence: 99%

“…Our focus on teaching about the epistemology of science is related to a broader interest in teaching about the 'nature of science' in schools (Bell et al 2001;Flick & Lederman 2004). The epistemology of science underlies many of the issues identified within the 'nature of science' literature (e.g.…”

Section: Introductionmentioning

confidence: 99%

Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers’ Classroom Talk

Leach

2006

Sci & Educ

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We begin by drawing upon the available literature to identify four characteristics of teacher talk likely to support student learning about the epistemology of science: making appropriate statements about the epistemology of science in the classroom, linking the epistemology of science with specific science concepts, stating and justifying learning aims, and working with students' ideas. These characteristics are then used in an analysis of the classroom talk of seven teachers as they use published resources for teaching about the epistemology of science for the first time. By focusing on teachers' initial classroom experiences of using these published resources we identify feasible starting points for professional development activities likely to support these teachers in developing their expertise in this challenging area of teaching. Lessons focused on a specific aspect of the epistemology of science (the development of theoretical models) contextualised within two content areas: electromagnetism and cell membrane structure. Our analysis shows that none of these teachers made clearly inappropriate statements about the epistemology of science in the classroom. However, expertise related to the remaining three characteristics of teacher talk varied between teachers. For example, some teachers used a range of approaches to working with students' ideas during whole class talk (e.g. asking students to justify their ideas and challenging students' views) whereas for other teachers students' ideas were not a strong feature of classroom discourse.

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“…Kang and Wallace (2005), found that some teachers have naive epistemological beliefs of NOS, which are reflected in the practices they propose to their students. Moreover, when teachers had an adequate understanding of NOS, they did not necessarily integrate this knowledge into the instruction (Bell, Lederman, and Abd-El-Khalick, 2000). Therefore, teachers need to be instructed in NOS issues too, in order to make them conscious of appropriate and inappropriate ways to educate their students in science.…”

Section: Laboratory Activities In Science Teachingmentioning

confidence: 99%

Do Laboratory Activities Contribute to a Contemporary Conception of Science in Initial Teacher Training?

Valencia¹,

López²,

Torres³

2019

PTQ

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In this study, It was analyzed the implementation of laboratory activities in the pre-service science teacher’s training and how they contribute to the construction of a contemporary epistemic vision of the nature of science. A cross-sectional study was developed in two different undergraduate programs of pre-service science teacher training in a university in Colombia of. We analyzed the way laboratory activities are developed in nine science subjects of physics, chemistry, and biology, apart from the first to the eight semesters of the curriculum (10 semesters in total). Results indicate that the laboratory activities focused on the development of pre-defined techniques and procedures, giving little prominence to creativity, doubt, discussion, planning, and application, even though they are also characteristic activities of scientific work. This kind of laboratory activities does not seem to favor th e construction of a contemporary conception of the nature of science in future science teachers.

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Untitled

Cited by 52 publications

References 300 publications

Concept-Oriented Task Design: Making Purposeful Case Comparisons in Organic Chemistry

Concept-Oriented Task Design: Making Purposeful Case Comparisons in Organic Chemistry

Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers’ Classroom Talk

Do Laboratory Activities Contribute to a Contemporary Conception of Science in Initial Teacher Training?

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