New Directions for Nature of Science Research

Irzık, Gürol; Nola, Robert

doi:10.1007/978-94-007-7654-8_30

Cited by 228 publications

(158 citation statements)

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“…As an alternative to consensus view of science, another perspective named "Family Resemblance Approach (FRA)" is defended recently by some of the scholars as a "more comprehensive and systematic" (Irzik & Nola, 2011, p.593) account of NOS, which encompasses both domain-general and domain-specific characteristics of science, to be presented to students (e.g. Dagher & Erduran, 2016;Irzik & Nola, 2014). FRA was first introduced to the discipline of philosophy by Wittgenstein (1958) and popularized in science education by Irzik & Nola (2011).…”

Section: Introductionmentioning

confidence: 99%

“…FRA was first introduced to the discipline of philosophy by Wittgenstein (1958) and popularized in science education by Irzik & Nola (2011). FRA conceptualizes science as a cognitive-epistemic and social-institutional system and offers a pedagogically more holistic and contextualized way of articulating NOS concepts (Irzik & Nola, 2014). Whereas cognitive-epistemic aspects of science cover "processes of inquiry, aims and values, methods and methodological rules, and scientific knowledge" (Erduran & Dagher, 2014, p.20), social-institutional aspects of science include "professional activities, scientific ethos, social certification and dissemination of scientific knowledge, and social values" (Erduran & Dagher, 2014, p.20).…”

Section: Introductionmentioning

confidence: 99%

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Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Karaman¹

2017

EUROPEAN J ED RES

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Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science conceptions of preschool and elementary teacher candidates. The data collected from a total of 506 prospective teachers were analyzed with respect to the following demographic variables: majors, genders, grade levels, high schools and GPAs of teacher candidates. "Student Understanding of Science and Scientific Inquiry (SUSSI)" developed originally by Liang et al. (2008) was the instrument used to collect data in this study. The data analyses were conducted using MANOVA and Pearson Correlation Coefficient. The corresponding mean scores of the teacher candidates in specific aspects of NOS ranged from "poor" to "informed" conceptions of science. All but one of the demographic variables yielded statistically insignificant results on the NOS conceptions of teacher candidates. The majors of the teacher candidates were detected as a significant variable influencing the conceptions of the teacher candidates. The results of the study were discussed in reference with the relevant literature.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Karaman¹

2017

EUROPEAN J ED RES

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“…Given this rich and dynamic character of science, he suggests that ''it is useful to understand NOS, not as some list of necessary and sufficient conditions for a practice to be scientific, but rather as something that, following Wittengenstein's terminology, identifies 'a family resemblance of features' that warrant different enterprises being called scientific'' (p. 388). Accordingly, science educators should work with ''a more relaxed, contextual and heterogeneous 'features of science' (FOS)'' (p. 389), in line with the family resemblance approach (Irzik and Nola 2014;Erduran and Dagher 2014).…”

Section: Science and Worldviewsmentioning

confidence: 99%

History and Philosophy of Science-Based Approach to Science Teaching at its Best

Irzık

2015

Sci & Educ

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“…Lee ja Butler (2003) ehdottivat kolmea elementtiä, jotka pitää muuntaa tutkimuksesta opetukseen, jotta tiedeopetus olisi autenttista: (i) sisältö, (ii) tieteellinen ajattelu, ja (iii) resurssit. Toiset ovat korostaneet, että autenttiseen opetukseen kuuluu myös tieteelle ominaiset arvot ja sosiaalinen vuorovaikutus (Edelson, 1998) sekä muut sosiaalis-institutionaaliset piirteet (Erduran & Dagher, 2014;Irzik & Nola, 2014).…”

Section: Tavoitteiden Tarkastelu Relevanssin Ja Autenttisuuden Näkökuunclassified

Tiedeopetuksen muuttuvat tavoitteet

Kokkonen

Laherto

2018

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Luonnontieteiden kouluopetuksen tavoitteita on jo pitkään laajennettu tieteellisen sisältötiedon ulkopuolelle. Perinteisen sisältötietopainotuksen sijaan on alettu korostaa luonnontieteellistä lukutaitoa (engl. scientific literacy), jonka tavoitteena on antaa oppilaille valmiuksia osallistua tieteeseen ja teknologiaan liittyvään keskusteluun ja päätöksentekoon henkilökohtaisissa, yhteiskunnallisissa ja globaaleissa kysymyksissä. Suomen tuoreen opetussuunnitelmauudistuksen painotukset ja ilmiöpohjaisuus ovat osa tätä maailmanlaajuista kehitystä. Tässä artikkelissa esitämme, että luonnontieteellisen lukutaidon opettamiseen ja ilmiöoppimiseen liittyy ratkaisemattomia jännitteitä. Vaikka nykyisissä tavoitteissa korostuu opetuksen relevanssi oppijan ja yhteiskunnan kannalta, sisältötieto määritellään edelleen pitkälti oppiainelähtöisen autenttisuuden näkökulmasta. Me argumentoimme, että opetusmenetelmien ja kontekstien lisäksi myös sisältötieto on uudelleenmääriteltävä muuttuneiden tavoitteiden mukaiseksi. The goals of science education expand beyond traditional scientific content knowledge. Scientific literacy has become an important goal, offering students knowledge and skills to engage in public discussion and decision making in personal, societal and global issues related to science and technology. The recent changes in Finnish Core Curricula towards phenomenon-based learning represent these global trends in science education. In this paper, we argue that there are unresolved tensions in the the pursuit for scientific literacy and phenomenon-based learning. While the current aims of science education emphasize relevance for the student and the society, content knowledge is still defined on the basis of disciplinary authenticity. We argue that in addition to the teaching methods and contexts also content knowledge needs to be redefined to reflect the changing goals of science education.

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New Directions for Nature of Science Research

Cited by 228 publications

References 41 publications

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

Eliciting the Views of Prospective Elementary and Preschool Teachers about the Nature of Science

History and Philosophy of Science-Based Approach to Science Teaching at its Best

Tiedeopetuksen muuttuvat tavoitteet

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