Informal Science Educators’ Views about Nature of Scientific Knowledge

Holliday, Gary M.; Lederman, Norman G.

doi:10.1080/21548455.2013.788802

Cited by 10 publications

(8 citation statements)

References 33 publications

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“…The scientific method is another fascinating aspect of NOS. It is fascinating in part because there are misunderstandings regarding the presence of universal scientific methods applied by scientists when carrying out investigations (Holliday & Lederman, 2014;Leden & Hansson, 2019;Lederman et al, 2002Lederman et al, , 2013. On the contrary, according to this tenet of NOS, there is no one single method of conducting scientific investigations (Das et al, 2019;Fernandes et al, 2018;Herman et al, 2019;Leden & Hansson, 2019;Lederman et al, 2002Lederman et al, , 2013Liang et al, 2008).…”

Section: The Scientific Methodsmentioning

confidence: 99%

“…In other words, scientists can observe natural phenomena which are accessible to sense organs, or 'extension of the senses' (Lederman et al, 2013, p. 140). They can as well make statements about phenomena which are not accessible to the senses (Holliday & Lederman, 2014;Lederman et al, 2013). For example, students can only observe colour change using indicators but not actually how chemical reactions take place.…”

Section: Observation and Inferencesmentioning

confidence: 99%

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The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

Kinyota

2020

International Journal of Science Education

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Although Inquiry-Based Science Teaching (IBST) and the Nature of Science (NOS) are well documented as important aspects of teaching science subjects in schools, little research has been undertaken to understand how these aspects feature in secondary school science curricula in Tanzania. Thus, this study examined the extent to which IBST and NOS are featured in secondary school curriculum documents for science subjects. In addition, the challenges facing the integration of IBST and NOS in science teaching in Tanzanian secondary schools are highlighted. By analysing five curriculum documents and the Basic Education Statistics in Tanzania, the study established that IBST and NOS are neither formally recognised as important aspects of science education, nor given due attention in curriculum documents. Moreover, a lack of coherence among various elements of the curriculum, which can affect the integration of IBST and NOS, was observed. Finally, it was established that several challenges such as larger class sizes, insufficient time allocation and overemphasis on content coverage need to be addressed so that IBST and NOS could be fully integrated into science teaching in Tanzania. The study does not only highlight the theoretical trends related to IBST and NOS, but also discusses their theoretical and practical implications for science teaching.

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Section: The Scientific Methodsmentioning

confidence: 99%

Section: Observation and Inferencesmentioning

confidence: 99%

The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

Kinyota

2020

International Journal of Science Education

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“…In this context of increased competition many educators and researchers are at a loss to explain how these important traits (creativity and fluency) integrate with science as part of the science classroom and as a whole (Anwar, Rasool & Haq, 2012). It is of note that an important facet of the Nature of Science is the inclusion of creativity as a beneficial mechanism in science endeavors (Haigh, 2013, McComas, 2012Urhahne, Kremer, & Mayer, 2011;Holliday & Lederman, 2013).…”

Section: Introductionmentioning

confidence: 99%

The interface of creativity, fluency, lateral thinking, and technology while designing Serious Educational Games in a science classroom

Lamb

Annetta²,

Vallett³

2017

EJREP

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Introducción. La creatividad es la producción de los nuevos, originales, únicos, y divergentes productos e ideas mediadas a través del pensamiento lateral. La evidencia sugiere que los altos niveles de creatividad y la fluidez son importantes en el desarrollo continuo de interés de los estudiantes, la eficacia y en última instancia, el impacto de carrera en las ciencias.Método. En este estudio, 559 estudiantes seleccionados al azar asistieron a un taller largo de ocho meses, para el diseño de videojuegos basados en la ciencia como herramienta de aprendizaje en el aula. Posteriormente, los estudiantes diseñan videojuegos basados en la ciencia que ejemplifican aprendidas, conceptos clave de la ciencia. Al finalizar el taller, todos los estudiantes se les dio la prueba de Pensamiento Creativo de Torrance para ayudar en el desarrollo de la comprensión de la relación entre la creatividad y las construcciones relacionadas.Resultados. Los autores también explorar las implicaciones de la función del pensamiento lateral como un sistema cognitiva media en el aprendizaje de las ciencias. Los resultados sugieren que existe una diferencia estadísticamente significativa entre el pre-test y post-test y los resultados que los datos confirman el modelo sugerido por el papel de la creatividad, la fluidez y el pensamiento lateral en relación con el procesamiento de la ciencia.Discusión y conclusión. Tratando de promover el interés en las herramientas de apoyo creativas tales como los que se utilizan durante el diseño de SEGs puede proporcionar convergencia disciplinaria a través del pensamiento lateral. Más específicamente estos resultados están de acuerdo con los resultados encontrados en otros estudios como Yamamoto y Nakakoji (2005), Chen et al (2007) y Spencer, Lucas & Claxton (2012), que sugieren que hay manifestaciones conductuales subyacentes de la creatividad y la fluidez que afecta el proceso de la ciencia y el diseño a través de pensamiento lateral

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“…However, in Gondwe and Longnecker's [18] study, the 'food' category was in the category about the definition of traditional knowledge, whereas in this study, the 'food' category, even though it was preferred the least, was defined as scientific knowledge; so this finding is not supported. A study by Lederman and O'Malley [25] conducted on 69 students aged 9-12 using open-ended questions, concluded that students perceived scientific knowledge as "provisional", which was the case for science teachers according to the data obtained by Holliday and Lederman [19] by surveying science teachers. These previous results also substantiate another finding of this study that scientific knowledge was perceived as "a progressive phenomenon".…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Comparison of Pre-service Teachers' Metaphors Regarding the Concept of “Scientific Knowledge”

Akinoglu¹,

Eren²

2016

ujer

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The aim of this research was to analyze pre-service teachers' perceptions of the concept 'scientific knowledge' through metaphors. Phenomenology, one of qualitative research designs, was used in the study. A total of 189 pre-service teachers, including 158 females and 31 males, studying at different departments in the education faculty of Kocaeli University, Turkey in spring semester of 2013-2014 academic year, participated in the study. Data of the study was obtained by asking pre-service teachers to complete the sentence "Scientific Knowledge is like ...... because ....." and analyzed by content analysis method. Chi-square test, a non-parametric test, was employed to examine the relationship between the department and pre-service teachers' perceptions of the concept of scientific knowledge. According to the study findings, pre-service teachers produced a total of 129 valid metaphors regarding the concept of scientific knowledge. These metaphors were divided into 13 different conceptual categories after they were examined in terms of their common features. A statistically significant relationship was identified between the department of study and pre-service teachers' perceptions of the concept of scientific knowledge.

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Informal Science Educators’ Views about Nature of Scientific Knowledge

Cited by 10 publications

References 33 publications

The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

The status of and challenges facing secondary science teaching in Tanzania: a focus on inquiry-based science teaching and the nature of science

The interface of creativity, fluency, lateral thinking, and technology while designing Serious Educational Games in a science classroom

Comparison of Pre-service Teachers' Metaphors Regarding the Concept of “Scientific Knowledge”

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