Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in <i>The Science Teacher (TST) (an NSTA Journal)</i>, 1995–2010

Aydın, Mehmet Emin; Demırdöğen, Betül; Muslu, Nilay; Hanuscin, Deborah L.

doi:10.1007/s10972-013-9345-0

Cited by 15 publications

(15 citation statements)

References 31 publications

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“…Specifically the old ones (i.e., 11th and 12th grade textbooks) did not utilize the explicit-reflective approach at all, which contradicts the literature's suggestion for NOS teaching. Similarly, in the study analyzing the paper published in The Science Teacher (i.e., a NSTA journal) Aydın et al (2013) revealed that 43% (i.e., 28 articles out of 65) of the analyzed NOS paper used the explicit-reflective approach for addressing NOS aspects. Research has revealed that the explicit-reflective approach is more useful for developing NOS understanding than the implicit approach (Abd-El-Khalick and Lederman, 2000;Khishfe and Abd-El-Khalick, 2002;Lederman, 2007).…”

Section: Paper Chemistry Education Research and Practicementioning

confidence: 94%

“…However, studies have clearly shown that science teachers do not have the required knowledge for teaching NOS (Hanuscin et al, 2011;Cofré et al, 2014). Additionally, attention should be paid to integrate NOS and give examples of NOS activities and HOS cases (Lederman, 2007;Aydın et al, 2013) not only in the education of teachers and their professional development activities but also in written documents (i.e., science curricula documents and textbooks). Even if teachers are trained to teach NOS, research has revealed that teachers still have obstacles in teaching NOS (Abd-El-Khalick et al, 1998;Hanuscin et al, 2011).…”

Section: Content Relation Of Nosmentioning

confidence: 99%

“…Aydın et al (2013) studied papers published in The Science Teacher journal (i.e., NSTA journal for high school teachers). Aydın et al (2013) studied papers published in The Science Teacher journal (i.e., NSTA journal for high school teachers).…”

Section: Research On Nos Integration Into Textbooks and Curriculum Domentioning

confidence: 99%

“…First, to code the textbooks, we utilized the NOS aspects stated in the National Science Teacher Association (NSTA, 2000) document and additional aspects of NOS (Aydın et al, 2013). All aspects used for coding are provided in Table 2.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…The results presented in this study are similar to the results revealed by S ardag et al (2014) who analyzed secondary science curriculum documents with regard to NOS. In the analysis of the articles published in The Science Teacher, results showed that authors of the practitioner papers preferred to present NOS aspects in a contentembedded way (%60 of the articles) (Aydın et al, 2013). Curriculum documents play a guide role for textbook authors in terms of the topics covered, NOS aspects integrated, and the objectives focused on.…”

Section: Paper Chemistry Education Research and Practicementioning

confidence: 99%

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The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?

Aydın¹,

Tortumlu

2015

Chem. Educ. Res. Pract.

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To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials.Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a contentembedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.

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Section: Paper Chemistry Education Research and Practicementioning

confidence: 94%

Section: Content Relation Of Nosmentioning

confidence: 99%

Section: Research On Nos Integration Into Textbooks and Curriculum Domentioning

confidence: 99%

Section: Data Collection and Analysismentioning

confidence: 99%

Section: Paper Chemistry Education Research and Practicementioning

confidence: 99%

See 3 more Smart Citations

The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?

Aydın¹,

Tortumlu

2015

Chem. Educ. Res. Pract.

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Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

Taylor,

Bowen,

Kubsch

et al. 2023

J Res Sci Teach

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This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner‐focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner‐focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner‐focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

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Considering the Classroom Assessment of Nature of Science

Hanuscin

Khajeloo

Herman

2020

Science: Philosophy, History and Education

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Professional Journals as a Source of PCK for Teaching Nature of Science: An Examination of Articles Published in The Science Teacher (TST) (an NSTA Journal), 1995–2010

Cited by 15 publications

References 31 publications

The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?

The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?

Crossing boundaries between research and practitioner communities: The role of research use and cross‐community journal authorship

Considering the Classroom Assessment of Nature of Science

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