Heuristic Diagrams as a Tool to Teach History of Science

Chamizo, José Antonio

doi:10.1007/s11191-011-9387-7

Cited by 15 publications

(7 citation statements)

References 25 publications

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“…While it is seen that concept maps are the most used GO types in such studies (Aguiara & Correia, 2016;Ghirardi et al, 2014;Moyses, Rivet, &. Fahlman, 2010;Nakiboğlu & Ertem, 2010;Polancos, 2013;Singh & Moono, 2015), mind map (Ezeh & Okeke, 2018;Nyagblormase et al, 2021), Vee diagram (Chamizo, 2012;, Nakiboğlu & Nakiboğlu, 2017cPolancos, 2013), flow diagram (Davidowitz, B & Rollnick, 2001;, decision map (DeMeo, 2007) are the other GO types used. In many of these studies, the effect of the graphic organizer on student achievement was examined, while in some of them, students' views were taken.…”

Section: The Rationale and Research Questions Of The Studymentioning

confidence: 99%

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Nakıboğlu

Nakiboğlu

2021

Int J Phys & Chem Ed

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The purpose of this study is to evaluate the views and experiences of the prospective chemistry teachers (PCTs) about the use of graphic organizers (GOs) supported with interactive PowerPoint presentation technology in teaching electrochemistry concepts. Ten GOs were developed and a pair of slides for all of them which contains partial and complete versions of the GOs was constructed. Participants of this study consisted of two different study groups. The preliminary trial of the study was carried out with four senior PCTs who have previously taken both an Electrochemistry course and an elective course concerning graphic organizers. Data from the first group of the study were collected by semi-structured interview and the experiences of the first group regarding the difficulties experienced during traditional electrochemistry teaching (didactic lecture) were examined. The second study group was eight PCTs who were in the fifth semester and were taking the Electrochemistry course while the study was being undertaken. In the last three weeks of the Electrochemistry course in the second study group, the course was taught with GOs supported with interactive PowerPoint presentation technology, and then the views of them were taken by a written opinion form. At the end of the study, three themes emerged regarding the experiences of the PCTs for the traditionally taught electrochemistry course. These are "difficulties", "inadequacy", and "not being beneficial". It was also concluded that the PCTs thought that the use of GOs supported with interactive PowerPoint presentation technology in teaching electrochemistry could enhance the comprehension and motivation of students.

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Section: The Rationale and Research Questions Of The Studymentioning

confidence: 99%

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Nakıboğlu

Nakiboğlu

2021

Int J Phys & Chem Ed

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“…La primera, una investigación histórica de algún tema relacionado con la química y que se concreta a través de la elaboración de un diagrama heurístico (Chamizo 2012(Chamizo , 2017 cuya utilidad en procesos de formación de docentes ha sido documentada (Chamizo y García-Franco 2013). La segunda actividad, consiste en la investigación y elaboración de un ensayo 1601-4 crítico filosófico (Nubiola 2009;Pryor 2012) que exponga e identifique un práctica química y su relación con un problema filosófico.…”

Section: Prácticas Académicas En La Asignatura Historia Y Filosofía Dunclassified

Una experiencia en la formación de docentes a partir de la historia y la filosofía de la química

Guerrero

Garcı́a

2019

Rev_Eureka_ensen_divulg_cienc

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Resumen: Se describe una experiencia de formación con docentes de bachillerato especializados en química. Para ello se parte de una posición filosófica centrada en las prácticas que considera, además de una discusión sobre textos específicos, llevar a cabo dos pequeñas investigaciones una de carácter histórico y otra de carácter filosófico. Ambas son presentadas y analizadas públicamente.

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“…Gowin"s Vee and its extensions have been employed as a heuristic tool at various disciplines from K-12 to post-graduate levels for learning science concepts (e.g., Alvarez & Risko, 2007), structuring argumentations (e.g., Nussbaum, Winsor, Aqui, & Poliquin, 2007) and integrating research philosophy and methodology (e.g., Fox, 2007). For teaching history of science, Chamizo (2012) used the restructured heuristic to enhance inservice teachers" understanding scientific investigation in chemistry from past to present. However, the historical studies mainly refer to the field of physics education rather than biology (Heering, 2014).…”

Section: Vee Diagrams As a Laboratory Instrumentmentioning

confidence: 99%

Analysing Vee Diagram Reflections to Explore Pre-service Science Teachers’ Understanding the Nature of Science in Biology

Savran-Gencer

2014

EURASIA J MATH SCI T

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Vee diagrams have been a metacognitive tool to help in learning the nature and structure of knowledge by reflecting on the scientific process and making knowledge much more explicit to learners during the practical work. This study aimed to assess pre-service science teachers" understanding some aspects of NOS by analyzing their reflections on the Vee diagrams constructed during the general biology laboratory course. In this single case study, elementary pre-service science teachers who cited mainly "the cell theory" in their Vee diagrams while building around the cell concepts were asked to participate in focus group reflective interviews. These interviews compared the patterns of the nature of scientific knowledge to the ways their constructed the cell related concepts. The content analysis of transcripts revealed that pre-service teachers gained a superficial understanding of history of scientific ideas in the development of the cell biology, not a deeper epistemological understanding in conceptualizing a contemporary understanding of the aspects of NOS. The emergent categories of naive understandings and misconceptions held by the participants were demonstrated and discussed in the light of NOS related literature.

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Heuristic Diagrams as a Tool to Teach History of Science

Cited by 15 publications

References 25 publications

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Views of Prospective Chemistry Teachers on the Use of Graphic Organizers Supported with Interactive PowerPoint Presentation Technology in Teaching Electrochemistry Concepts

Una experiencia en la formación de docentes a partir de la historia y la filosofía de la química

Analysing Vee Diagram Reflections to Explore Pre-service Science Teachers’ Understanding the Nature of Science in Biology

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