How student teachers use scientific conceptions to discuss a complex environmental issue

Ekborg, Margareta

doi:10.1080/00219266.2003.9655867

Cited by 26 publications

(16 citation statements)

References 10 publications

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“…Rating of the answers from within the interview concerning the categories of Vazquez-Alonso (1999) Ekborg 2003;De Jong, Veal and Van Driel 2002;De Jong and Taber 2008)…”

mentioning

confidence: 99%

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

Uşak

Özden

Eilks

2011

European Journal of Teacher Education

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This paper describes a case study focusing on the subject matter knowledge, pedagogical content knowledge, and beliefs about science teaching of student teachers in Turkey at the start of their university education. The topic of interest was that of teaching chemical reactions in secondary chemistry education. A written test was developed which used the research literature on potential student misconceptions with regard to different aspects of chemical reactions. Thirty beginning science student teachers were tested, with an additional eight interviews from the student teachers in the same sample. The interviews focused on student teachers' views about how to best teach chemical reactions in lower secondary chemistry classes. The results revealed deficits in the subject matter knowledge of the student teachers. It also became obvious that the teachers in this sample held very traditional and teacher-centred beliefs when it came to chemistry teaching at the secondary level. Their teaching attitudes were geared mainly towards the acquisition of facts by pupils, and often ignored the development of process-oriented skills. Implications for science teacher education are discussed.

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“…Rating of the answers from within the interview concerning the categories of Vazquez-Alonso (1999) Ekborg 2003;De Jong, Veal and Van Driel 2002;De Jong and Taber 2008)…”

mentioning

confidence: 99%

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

Uşak

Özden

Eilks

2011

European Journal of Teacher Education

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“…She came back to the issue in the third interview. Jenny was one of the student teachers who did not develop an understanding of the scientific concepts (Ekborg, 2003(Ekborg, , 2004. To her, matter seemed to be visible and therefore gases must be some kind of energy.…”

Section: Conceptual Understanding and Decisionsmentioning

confidence: 98%

“…• Explain what happens to the bodies in a crematorium and in a burial in all three interviews, in order to examine how well the student teachers understood the underlying scientific concepts. They were also asked about district heating, where the heats comes from and about matter and energy in order to further examine their conceptual understanding (Ekborg, 2003(Ekborg, , 2004). • Describe some environmental issues that they had encountered in the science courses.…”

Section: Interviewsmentioning

confidence: 99%

Is heat generated from a crematorium an appropriate source for district heating? Student teachers' reasoning about a complex environmental issue

Ekborg

2005

Environmental Education Research

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“…Language, dialogue and communication play a central role in promoting a more dynamic and contextualised idea of science (Roth and Lee 2004). Such an approach is not solely confined to dealing with controversial socio-scientific issues or environmental education (Ekborg 2003). It is located at a more profound level, regarding the interplay between facts and values and the way in which we build and make use of new knowledge.…”

Section: The University As a Forum For Science-society Interactionsmentioning

confidence: 99%

Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

Colucci‐Gray

Perazzone

Dodman

et al. 2012

Cult Stud of Sci Educ

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In this three-part article we seek to establish connections between the emerging framework of ‗sustainability science' and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second part deal with the implications of taking a ‗sustainability view' in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist, Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of ‗post-normal science' proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of ‗extended-facts' where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe the world and to act upon people and nature. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario. *Corresponding author KeywordsSustainability -post normal science -language -action research -initial teacher education Manuscript Click here to download Manuscript: Science education for sustainability_revised_6 sept 2011.doc Click here to view linked References 2 Executive summary (in Italian language)In questo articolo ci proponiamo di evidenziare alcuni collegamenti tra la prospettiva emergente della ‗scienza della sostenibilità' e certi elementi di riflessione critica sui fondamenti epistemologici e metodologici dell'educazione scientifica, proponendo esempi di attività didattiche sperimentate in coerenza con queste riflessioni.Di fronte alla complessità, all'incertezza e all'urgenza delle problematiche ambientali -che hanno ormai assunto una dimensione globale -la moderna tecnoscienza è oggetto di un approfondito dibattito, e da più parti vengono posti degli interrogativi sulle sue basi epistemologiche e sulle sue relazioni e responsabilità con la società e con i sistemi naturali. Al...

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How student teachers use scientific conceptions to discuss a complex environmental issue

Cited by 26 publications

References 10 publications

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

A case study of beginning science teachers’ subject matter (SMK) and pedagogical content knowledge (PCK) of teaching chemical reaction in Turkey

Is heat generated from a crematorium an appropriate source for district heating? Student teachers' reasoning about a complex environmental issue

Science education for sustainability, epistemological reflections and educational practices: from natural sciences to trans-disciplinarity

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