Improving Pre-service Elementary Teachers’ Understanding of the Nature of Science Through an Analysis of the Historical Case of Rosalind Franklin and the Structure of DNA

García–Carmona, Antonio

doi:10.1007/s11165-018-9798-4

Cited by 17 publications

(6 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…La primera condición, cooperar, es confirmada por los resultados obtenidos con la metodología cooperativa usada como un elemento determinante de la eficacia del juego en esta experiencia (y es una alternativa a la individualidad dominante en muchos juegos digitales). Los dos factores restantes sugieren sendas propuestas de mejora de la formación con juegos: incrementar el tiempo de práctica con los juegos y añadir información relevante; para este caso se propone ilustrar el CE/NdC del juego con casos reales y coherentes extraídos de la historia de la ciencia (GARCÍA-CARMONA, 2018;McCOMAS, 2008).…”

Section: Discussionunclassified

Juegos serios para enseñar y aprender conocimiento epistémico sobre la naturaleza de la ciencia en educación primaria

Manassero-Mas

Bennàssar-Roig

Alonso

2021

Ludus

View full text Add to dashboard Cite

El conocimiento epistémico (CE) o naturaleza de la ciencia es reconocido en didáctica de la ciencia como un componente esencial de la alfabetización científica, necesaria para vivir en un mundo sostenible y empapado de ciencia y tecnología. Enseñar y aprender CE es difícil por su naturaleza meta-cognitiva, y especialmente en educación primaria; este estudio cualitativo pretende innovar el desarrollo profesional de los docentes en servicio, mediante el reto de enseñar CE a sus estudiantes con juegos cooperativos (cubos y dados), que facilitan la oportunidad de aprender algunos aspectos de CE (observaciones, justificaciones, argumentos, modelos y planificación, comunicación y debates cooperativos) gracias a su analogía accesible de la práctica científica. Los resultados engloban todo el proceso: planificación didáctica, juegos, recursos, argumentación, producciones del aprendizaje, motivación e interés de maestros y estudiantes y evaluación por los docentes; globalmente, demuestran éxito del desarrollo docente y aprendizaje y participación positivos de los estudiantes. Se discuten los resultados, límites e implicaciones para la educación y la disposición de los maestros para continuar su formación.

show abstract

Section: Discussionunclassified

Juegos serios para enseñar y aprender conocimiento epistémico sobre la naturaleza de la ciencia en educación primaria

Manassero-Mas

Bennàssar-Roig

Alonso

2021

Ludus

View full text Add to dashboard Cite

show abstract

“…A very illustrative example of this can be found in the passage in the history of science referring to the elucidation of the molecular structure of DNA. While Rosalind Franklin approached the problem with a methodological approach oriented essentially towards experimentation, James Watson and Francis Crick did so with one based on the construction of models (García-Carmona, 2021c). Scientists are influenced by their research discipline, beliefs, attitudes, skills, creativity, and resources available, among other factors, in their choice and implementation of different methods (García-Carmona, 2021d;García-Carmona & Acevedo-Díaz, 2018).…”

Section: The Myth Of the Scientific Methods In Science Educationmentioning

confidence: 99%

“…Therefore, it continues to be an essential challenge to design, implement, and evaluate educational proposals aimed at helping basic level students to acquire an informed understanding of NOS (Akerson et al, 2011). Nonetheless, for this to become normalized in science classes, understanding basic aspects of NOS and its pedagogy should also be a primary objective in science teacher training plans (Clough et al, 2020;García-Carmona, 2021b), especially those related to preservice basic educational level teachers, whose understanding of NOS tends to leave considerable room for improvement (Capps & Crawford, 2013;García-Carmona, 2021c;García-Carmona & Acevedo 2016a).…”

Section: Introductionmentioning

confidence: 99%

Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles

García–Carmona

2022

Sci & Educ

Self Cite

View full text Add to dashboard Cite

A study is presented that analyzed the pedagogical efficacy of reading opinion articles about methods of science, published in the media, in order to improve the meta-scientific understanding of 52 preservice primary teachers (PPTs) with regard to the topic. To this end, an activity was designed taking an explicit and reflective approach. The design of the activity required a short teaching intervention when being implemented in class in order to facilitate its integration into the program of the subject of science teaching. Before doing the activity, the PPTs’ prior conceptions about the nature of methods of science were diagnosed using the Opinions about Science, Technology and Society Questionnaire (COCTS, in its Spanish acronym). The activity consisted of reading the articles, and then responding in small work groups to a series of questions for reflection and debate on the topic. The groups’ responses were then shared and discussed in class. Once the activity had finished, the PPTs responded to the questionnaire again (post-test) in order to evaluate how their conceptions had progressed. There was an improvement in their understanding of various aspects of the nature of methods of science (e.g., scientists use a variety of methods in their research depending on the object of study, the context, and the resources available, or that the scientific method is an idealized, simplistic, and therefore poor representation of how scientists do research). These results show that the activity was effective in getting the PPTs to reflect and learn about the topic. Finally, the limitations of the study are discussed (e.g., the limited time frame to implement the activity and evaluate results), and some future research perspectives are given to improve the understanding of PPTs about the nature of methods of science.

show abstract

“…With respect to how NOS should be taught, empirical research (Clough, 2018;Deniz & Adibelli, 2015;Khishfe & Abd-El-Khalick, 2002;Lederman, 2007) has shown that the best way to learn NOS is through an explicit and reflective didactic approach. This means that NOS should be regarded as (i) specific curricular content with its own learning objectives and that its implementation in class needs (ii) a design of activities that foster pupils' reflection about and discussion of NOS issues and (iii) a specific plan for evaluating the pupils' achievements and learning difficulties (García-Carmona, 2021b;Schwartz et al, 2004).…”

Section: Pedagogical Approaches and Strategies For Teaching Nosmentioning

confidence: 99%

Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education

García–Carmona

2021

Sci & Educ

Self Cite

View full text Add to dashboard Cite

The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators (STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing (i) what preparation the STEs have to teach NOS, (ii) what educational experience they have about NOS, (iii) what importance they give to NOS in their training plans, (iv) when NOS should be taught, (v) how to integrate NOS in science education, (vi) how to teach NOS, (vii) what to teach about NOS, and (viii) the influences interconnecting the STEs’ preparation, experience, and opinions regarding NOS teaching. Among the results, it was found that most STEs state that they have ample knowledge of NOS, are well prepared pedagogically to teach it, and have extensive experience in teaching it. However, there was some mismatch between their stated preparation and their experience teaching NOS. In addition, they think that NOS should be taught from early ages and be treated as cross-cutting content in science education. They also consider that, when teaching NOS, an implicit approach is just as effective as an explicit-reflective one. As for their selection of NOS content to include, they are fundamentally divided into two groups — those who select only epistemic aspects of NOS and those who select a balanced proportion of both epistemic and non-epistemic aspects. The limitations of the study are reported along with the issues that require further research.

show abstract

Improving Pre-service Elementary Teachers’ Understanding of the Nature of Science Through an Analysis of the Historical Case of Rosalind Franklin and the Structure of DNA

Cited by 17 publications

References 49 publications

Juegos serios para enseñar y aprender conocimiento epistémico sobre la naturaleza de la ciencia en educación primaria

Juegos serios para enseñar y aprender conocimiento epistémico sobre la naturaleza de la ciencia en educación primaria

Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles

Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education

Contact Info

Product

Resources

About