Investigating Coherence About Nature of Science in Science Curriculum Documents

Yeh, Yi Fen; Erduran, Sibel; Hsu, Ying Shao

doi:10.1007/s11191-019-00053-1

Cited by 49 publications

(36 citation statements)

References 38 publications

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“…The application of RFN to curriculum analysis is not widely spread at this time but has been used in analysing the content of USA and Turkey curricular by Kaya and Erduran (2016). FRA has also been used in investigating coherence about NOS in science curriculum documents of Taiwan as was conducted by Yeh, Erduran, and Hsu (2019).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Development and Piloting of an Instrument to Measure Nature of Science (Nos) Understanding

Chanetsa¹,

Ramnarain²

2021

Education and New Developments 2021

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The study describes the development of an instrument, to measure NOS understandings of science teachers and a subsequent pilot study to test the instrument. The pilot measured NOS understanding of two teachers using a questionnaire that had been developed by the researcher. The objective of the study was to construct a questionnaire that could measure NOS understanding based on the family resemblance approach (FRA). The NOS is a construct that has been defined by various scholars and there exists multiple perspectives. For this study, two schools of thought defining the nature of science: the consensus view (CV) and the reconceptualized family resemblance approach to NOS (RFN) were considered. The CV has been widely accepted for years to represent the NOS through its tenets, and there exists reliable tools to document NOS. Based on the CV researchers developed an instrument, views of nature of science (VNOS), to document NOS understanding. In the past decade, scholars have challenged the CV of NOS and highlighted shortcomings in its tenets. FRA was developed that depicts science in a holistic system with dynamic interactions unlike the CV that represents NOS as independent tenets. From FRA, emerged RFN consisting of social and cultural categories that affect how science is done. The approach of RFN due to its holistic approach will be preferred in this study. The authors of RFN developed a RFN questionnaire to assess views about NOS using a Likert scale. Due to the limitations of the Likert scale, an open-ended approach is preferred in the qualitative analysis of views of NOS as is found in the VNOS form. To collect data on NOS understanding, the researcher compared VNOS and the RFN questionnaire and developed an integrated family VNOS (IFVNOS) questionnaire. The IFVNOS questionnaire was administered in a pilot test followed by interviews to elaborate on responses. The responses were analysed by two coders and triangulated to ensure reliability. The responses were allocated codes to document NOS understanding, on a range from naïve to explicit understanding. The findings revealed that the IFVNOS questionnaire developed can be used as a tool to measure NOS understanding and more testing is required to assess reliability.

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Section: Conceptual Frameworkmentioning

confidence: 99%

The Development and Piloting of an Instrument to Measure Nature of Science (Nos) Understanding

Chanetsa¹,

Ramnarain²

2021

Education and New Developments 2021

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“…Instead, proponents of FRA suggest that science could be best understood using 'family resemblances' (originally coined by Wittgenstein) among the diverse disciplines that comprise it. FRA as an approach to NOS has been used for the analysis of science education standards and curriculum documents in the United States (Erduran & Dagher, 2014a;Authors, in press), Ireland (Erduran & Dagher, 2014b), Turkey (Kaya & Erduran, 2016) and Taiwan (Yeh, Erduran, & Hsu, 2019). For the purpose of investigating the relationship between the content of NOS and the types of tasks used to highlight it, we used Erduran and Dagher's (2014a) version of FRA, which consists of four cognitive-epistemic and seven social-institutional NOS categories (Table 1).…”

Section: Family Resemblance Approach To Nosmentioning

confidence: 99%

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Park

Yang

Song

2020

International Journal of Science Education

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Research on nature of science (NOS) have confirmed that students' understanding of NOS is best achieved by explicitly considering NOS a cognitive learning expectation and providing opportunities to reflect on it. However, little has been discussed on how to design and use tasks enhancing students' NOS understanding. In an attempt to fill this gap, we analysed the way NOS tasks are used in seven textbooks for a new subject 'scientific inquiry and experimentation' in Korea. Our analysis of 84 tasks led to three categories being identified: guiding to NOS ideas, expanding NOS understanding and thinking critically about NOS. Whereas the majority of the textbook tasks were used as guides to declarative NOS ideas, few tasks invited students to think critically about controversial aspects of NOS. Most tasks were pointed at the epistemic aspects related to scientific methods or knowledge, while the social aspects of science were seldom addressed. Besides, the number and diversity of NOS tasks varied significantly across different publishers. Based on these findings, we call for more strategic and systemic use of NOS tasks in science textbooks, including the use of diverse tasks in proper manners and sequences, as a crucial step to successful NOS instruction in schools.

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“…In this sense, it is philosophically neutral. Realism Constructivism Feminism national contexts including Taiwan (Yeh et al 2019) and Turkey (Kaya and Erduran 2016), curriculum documents tend to contain statements that identify science as a cognitive-epistemic system and they underemphasize science as a social-institutional system.…”

Section: Nature Of Science In Science Educationmentioning

confidence: 99%

“…Example questions for teaching and learning to incorporate NOS and social justice: Synthesis of practical instructional resources and theoretical perspectives social context of NOS in many science curricula from around the world, for instance Turkey(Kaya and Erduran 2016) and Taiwan(Yeh et al 2019), the paper contributes to the elaboration of potential curriculum statements on the subject while merging NOS goals with social justice goals. The instructional approaches including questions and scoring criteria provide some concrete examples of practical approaches to teaching and learning of NOS and social justice.…”

mentioning

confidence: 99%

Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

Erduran

Kaya

Avraamidou

2020

Science: Philosophy, History and Education

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Investigating Coherence About Nature of Science in Science Curriculum Documents

Cited by 49 publications

References 38 publications

The Development and Piloting of an Instrument to Measure Nature of Science (Nos) Understanding

The Development and Piloting of an Instrument to Measure Nature of Science (Nos) Understanding

Eliciting students’ understanding of nature of science with text-based tasks: insights from new Korean high school textbooks

Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

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