Nature of Science in Science Education: An Integrated View

Níaz, Mansoor

doi:10.1007/978-3-319-26248-2_3

Cited by 2 publications

(7 citation statements)

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“…In a similar context, Niaz [15,16] supports the integrated view; this view claims for an integration of domain-general and domainspecific aspects of NOS if we want students to understand 'science in the making '.…”

Section: Introductionmentioning

confidence: 89%

“…Integrated view of understanding NOS which was introduced and analyzed by Niaz [16], came to reconcile two traditions in teaching and learning NOS: the domain-general and domain-specific view on NOS. Niaz [16] suggested that students understand 'science in the making' through the integration of the two traditions and argued that the success of the integration depends upon students' interaction with and conceptualization of the heuristic principles which the domain-specific aspects are based on. Such an integration is proposed through a specific schema: This schema serves as an outline of how the specific science content can be organized around domain-general and domain-specific aspects of science [16].…”

Section: Integrated View Of Understanding Nos-the Case Of Ptolemy's E...mentioning

confidence: 99%

“…Niaz [16] suggested that students understand 'science in the making' through the integration of the two traditions and argued that the success of the integration depends upon students' interaction with and conceptualization of the heuristic principles which the domain-specific aspects are based on. Such an integration is proposed through a specific schema: This schema serves as an outline of how the specific science content can be organized around domain-general and domain-specific aspects of science [16]. The case of Ptolemy's experiments on refraction is presented below.…”

Section: Integrated View Of Understanding Nos-the Case Of Ptolemy's E...mentioning

confidence: 99%

“…A historically based teaching and learning sequence was developed according to Niaz's [16] schema for integrated approach to NOS.…”

Section: Teaching-learning Sequence and Educational Materialsmentioning

confidence: 99%

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Ptolemy’s experiments on refraction in science class

Stefanidou¹,

Psoma²,

Skordoulis³

2020

Phys. Educ.

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In this paper, the inclusion of history and philosophy of science in science teaching is proposed with the goal of depicting pre-service primary teachers’ perception of the role of historical experiments in learning science and the nature of science. In order to achieve this, a teaching–learning sequence was designed and conducted in the context of an Introductory Physics Laboratory Course following the integrated approach to teaching the nature of science. Ptolemy’s experiments on refraction and the combination of his advanced and erroneous views contributed to pre-service primary teachers’ conceptualization of the empirical and tentative nature of science and the relationship between mathematics and science. The majority of the pre-service primary teachers perceived the history of science as important in understanding scientific concepts and aspects of the nature of science.

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Section: Introductionmentioning

confidence: 89%

Section: Integrated View Of Understanding Nos-the Case Of Ptolemy's E...mentioning

confidence: 99%

Section: Integrated View Of Understanding Nos-the Case Of Ptolemy's E...mentioning

confidence: 99%

“…A historically based teaching and learning sequence was developed according to Niaz's [16] schema for integrated approach to NOS.…”

Section: Teaching-learning Sequence and Educational Materialsmentioning

confidence: 99%

See 2 more Smart Citations

Ptolemy’s experiments on refraction in science class

Stefanidou¹,

Psoma²,

Skordoulis³

2020

Phys. Educ.

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“…Integrated View of Niaz (2016) deems that appropriate NOS views can be achieved by both learning declarative knowledge and doing science. It firstly suggest a narrative teaching of the NOS, and then doing science in an authentic and retrospective ways.…”

Section: Introductionmentioning

confidence: 99%

Teaching of the NOS in Physics and Chemistry Education: Odds and Evens

Tumbul

Durğun

Ayık

2019

HEJ

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In science education many researches and studies have demonstrated importance of nature of science (NOS) and they claimed that teaching of NOS is the ultimate goal of science education. Given importance has been emphasized to reflect on all components of science education from school environment to curriculum content. Besides, many researches embraces a view that beliefs of science teachers about NOS and epistemology of science have a direct effect on their instructional practices. Although numerous global and local (Turkey) attempts aim to teach a satisfactory level of understanding about NOS and pave epistemological beliefs in line with the modern philosophical approaches for both students and teachers, most of the researches, authentic or novel, have demonstrated unsatisfactory results. This study has two main goals. First aim is to reveal sophomore pre-service science teachers' epistemological beliefs and views about the NOS. Secondly, evaluate the results in the lights of previous constructivist efforts that aims to transmit NOS views in line with consensus view. To reveal the views about the NOS, VOSTS test was used. 45 sophomore pre-service science teachers responded the test and the results were quantitatively analyzed. The results showed that eight of ten items were mostly responded in a positivist approach. Because the results of the questionnaire demonstrated that most of the participants have positivist views, it was questioned that why still the level of understanding of the NOS is not satisfactory. Additionally, results showed that participants, who had been educated by constructivist science curricula that has mainly supported consensus view of NOS teaching, showed weak level of understanding NOS. In a similar vein, possible reasons were proposed and discussed in the light of previous studies for inadequate level of understanding of the NOS. Results imply that teaching of the NOS seems far from being contextualized with daily life and science as a human enterprise.

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Nature of Science in Science Education: An Integrated View

Cited by 2 publications

References 100 publications

Ptolemy’s experiments on refraction in science class

Ptolemy’s experiments on refraction in science class

Teaching of the NOS in Physics and Chemistry Education: Odds and Evens

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