Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories

Tao, Ping-Kee

doi:10.1080/09500690210126748

Cited by 70 publications

(41 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This expert community generated nine NOS themes, virtually all of which are included in the consensus statements identified by McComas et al (1998). For a separate study, these statements were condensed to six aspects, which Tao (2003) used as a basis for as many NOS ''stories,'' and he used them for mapping the process that students use for developing their ideas of the NOS. His ''science stories'' explored various NOS aspects including: the idea that scientific discoveries are for understanding nature; there are questions that cannot be addressed by science and its methods; scientists work in collaboration; experiments are used to test ideas, hypotheses, and theories; scientists need to be systematic and creative; scientific knowledge is tentative; and scientific theories serve to explain phenomena.…”

mentioning

confidence: 99%

Profiles of freshman physics students' views on the nature of science

2007

View full text Add to dashboard Cite

The views on various aspects of the nature of science (NOS) of 179 novice undergraduate physics students were investigated using six open-ended, written probes. These views were consolidated within compact NOS ''profiles,'' which were designed based on the students' responses to the probes. These profiles may be understood as sets of key descriptors, which represented the variation in the views of individual students in a succinct way. The views of 86% of the sample were found to be represented by four profiles, each containing five descriptors. The consequences for the teaching and learning of tertiary science, and advantages for linking NOS views to other research observables were explored. ß

show abstract

mentioning

confidence: 99%

Profiles of freshman physics students' views on the nature of science

2007

View full text Add to dashboard Cite

show abstract

“…This was the version that teachers in the schools supporting student teachers were required to work with. However, in our training, we took a wider view of NoS, more in line with the list of outcomes identified by Tao (2003), so that we could help prepare student teachers and their school colleagues for the new developments that had been signalled.…”

Section: Ideas and Evidence In The School Curriculum For Sciencementioning

confidence: 96%

“…These 'ideas about science' have commonalities with dimensions of the nature of science (NoS) identified, in a Delphi study of relevant experts (historians, philosophers, scientists and science educators), as being desirable to include as outcomes for school students (Osborne et al 2003). Osborne et al's list has been simplified by Tao (2003) who used it to construct NoS 'stories' that explored: the idea that scientific discoveries help our understanding of nature; that there are questions that cannot be addressed by science and its methods; that scientists work in collaboration; that experiments are used to test ideas, hypotheses and theories; that scientists need to be systematic and creative; that scientific knowledge is tentative and; that scientific theories serve to explain phenomena. While not specifically mentioning the term 'nature of science', the revised statutory requirements for the science curriculum at Key Stage 4 (KS4: for pupils aged 14-16 years) in England included a new section entitled 'How Science Works' that embraces many of Tao's NoS stories (Department for Education and Skills/Qualifications and Curriculum Authority.…”

Section: Ideas and Evidence In The School Curriculum For Sciencementioning

confidence: 98%

Learning to Teach About Ideas and Evidence in Science: The Student Teacher as Change Agent

Braund

Campbell

2009

Res Sci Educ

View full text Add to dashboard Cite

A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11-16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews and students' reports to assess the impact of the project on student teachers and to what extent any influences survived when they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors limited newly qualified teachers' chances to use new lessons and approaches and therefore act as changeagents in schools, the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were durable gains.

show abstract

“…Tao (2003) não propõe a reconstrução de experimentos, mas busca explorar o uso de narrativas sobre experimentos históricos no intuito de trabalhar concepções pré-existentes nos estudantes acerca do tema "experimentação na ciência". Vera et.…”

Section: O Trabalho Com Experimentos Históricos a Partir De Narrativasunclassified

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

Jardim

Guerra

2017

IENCI

View full text Add to dashboard Cite

ResumoNo presente artigo apresentamos uma discussão acerca dos objetivos de ensino encontrados na literatura relacionada ao trabalho com experimentos históricos. Como ponto de partida, realizamos uma revisão bibliográfica, nos websites de seis periódicos de grande relevância nacional para a área do ensino de ciências, e em especial, para o Ensino de Física. O critério de busca se baseou, a princípio, em trabalhos publicados entre os anos de 2001 a 2016, a partir de termos como "experimentos históricos", "museus" e "experiência". Em um segundo momento, devido ao grande número de publicações encontrado, foi desenvolvido um processo de triagem a partir da análise de títulos, resumos, palavras-chave e, quando necessário, do corpo do texto, tendo como intuito o de identificar quais as pesquisas enfatizavam o trabalho com experimentos históricos no ensino de Física, seja em uma perspectiva teórica, seja na manipulação de uma réplica de um aparato histórico. As propostas selecionadas foram dispostas em categorias adaptadas do trabalho de Heering e Höttecke (2014) para que pudéssemos traçar um paralelo entre a produção nacional e internacional que acabaram por apresentar escopos consonantes. Além disso, análise dos resultados nos leva a inferir que, de maneira geral, fatores extra laboratoriais, inerentes a ciência, quando não negligenciados, são colocados de maneira periférica. Assim, traçamos considerações teóricas baseadas em Historiadores da Ciência, que se pautam no viés da História Cultural da Ciência, buscando agregar reflexões ao que vem sendo desenvolvido acerca dos experimentos históricos no ensino de Física até o momento.Palavras-Chave: Experimentos Históricos; Ensino de Física; Revisão Bibliográfica; História Cultural da Ciência; História da Ciência. AbstractIn this paper, a discussion about the purposes of historical experiments in science teaching found in the literature will be presented. As a starting point, we carried out a bibliographic review, on the websites of six relevant periodicals for the area of Science Teaching and, especially for Physics Teaching. The search was based, at first, on works published between the years 2001 and 2016, from terms like "historical experiments", "museums" and "experience". Thereon, due to the large number of publications found, a screening process was developed based on the analysis of titles, abstracts, keywords and, whether necessary, the whole text, aiming to identify which searches emphasize working with historical experiments in Physics teaching, from a theoretical perspective or based on manipulation of a replica of historical apparatus. The selected proposals were arranged in categories adapted from the work of Heering and Höttecke (2014) which allowed us to draw a parallel between the national and international publication that presented resembling scopes. Furthermore, the analysis of the results leads us to infer that, in general, extra lab factors, inherent to science, when not neglected, are placed in a peripheral perspective. Thus, we draw theoretical con...

show abstract

Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories

Cited by 70 publications

References 0 publications

Profiles of freshman physics students' views on the nature of science

Profiles of freshman physics students' views on the nature of science

Learning to Teach About Ideas and Evidence in Science: The Student Teacher as Change Agent

Experimentos Históricos E O Ensino De Física: Agregando Reflexões a Partir Da Revisão Bibliográfica Da Área E Da História Cultural Da Ciência

Contact Info

Product

Resources

About