Promoting preservice chemistry teachers' understanding about the nature of science through history

Lin, Huann‐shyang; Chen, Chung-Chih

doi:10.1002/tea.10045

Cited by 144 publications

(82 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They believe in objective science and hierarchical relationship between theories and laws while they do not believe in involvement of imagination in science and empirical nature of scientific knowledge (Liu & Lederman, 2007). Also prospective science teachers believed in objective science and no place for creativity in theory production (Lin & Chen, 2002). The factors related to these inadequate understandings are not clear.…”

Section: Rationale Of the Studymentioning

confidence: 99%

“…Prospective biology teachers are cases for change, as might be expected, for improving their NOS understandings and for making NOS teaching more effective in the future. But the literature shows that prospective teachers do not have adequate understandings regarding nature of science (Liu & Lederman, 2007;Lin & Chen, 2002). They believe in objective science and hierarchical relationship between theories and laws while they do not believe in involvement of imagination in science and empirical nature of scientific knowledge (Liu & Lederman, 2007).…”

Section: Rationale Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Köseoğlu

Köksal

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The purpose of this study was to investigate epistemological predictors of nature of science understandings of 281 prospective biology teachers surveyed using the Epistemological Beliefs Scale Regarding Science and the Nature of Science Scale. The findings on multiple linear regression showed that understandings about definition of science and objectivity in science were negatively predicted by beliefs in inborn learning ability (ILA) and requirement for time in learning (RTL), while understandings about tentativeness was positively predicted by the same belief factors. Also, understandings of characteristics of scientific knowledge were positively predicted by beliefs in ILA and RTL, and hierarchy between laws and theories were negatively predicted by beliefs in ILA, RTL and development of learning ability with opportunity and support.

show abstract

Section: Rationale Of the Studymentioning

confidence: 99%

Section: Rationale Of the Studymentioning

confidence: 99%

Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Köseoğlu

Köksal

2015

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Moreover, testretest reliability was demonstrated independently (Botton & Brown, 1998). The VOSTS questionnaire has been successfully used with undergraduate students and teachers, and adapted to different cultural contexts (Aikenhead & Ryan, 1992;Fleming 1988;Haidar, 1999;Lin, 1998;Mbajiorgu & Ali, 2003;Nunes, 1996;Zoller, Donn, Wild, & Beckett, 1991).…”

Section: Empirical Development Of the Questionnairementioning

confidence: 99%

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

2006

View full text Add to dashboard Cite

ABSTRACT:The scarce attention to the assessment and evaluation in science education research has been especially harmful for teaching science -technology -society (STS) issues, due to the dialectical, tentative, value-laden, and polemic nature of most STS topics. This paper tackles the methodological difficulties of the instruments that monitor views related to STS topics and rationalizes a quantitative methodology and an analysis technique to improve the utility of an empirically developed multiple-choice item pool, the Questionnaire of VÁZQUEZ-ALONSO ET AL.Opinions on STS. This methodology embraces an item-scaling psychometrics based on the judgments by a panel of experts, a multiple response model, a scoring system, and the data analysis. The methodology finally produces normalized attitudinal indices that represent the respondent's reasoned beliefs toward STS statements, the respondent's position on an item that comprises several statements, or the respondent's position on an entire STS topic that encompasses a set of items. Some preliminary results show the methodology's ability to evaluate the STS attitudes in a qualitative and quantitative way and for statistical hypothesis testing. Lastly, some applications for teacher training and STS curriculum development in science classrooms are discussed.

show abstract

“…His lead was followed six years later by and Klopfer & Cooley (1963) who developed a similar book of eight historical cases to be used in secondary school science. More recent studies indicating positive impact of historical elements on understanding of the NOSE include Soloman, Duveen, Scot & McCarthy (1992), which indicated significant improvement in middle school students' understanding of certain aspects of the NOSE when historical materials were used in science instruction; Dawkins & Vitale (1999), which indicated improvement in in-service secondary biology teachers' understanding of "key nature of science concepts" through the use of a 'historical cases model'; Abd-El- Khalick & Lederman (2000), which indicated minimal improvement in college students understanding of NOSE in three different courses (all with a historical focus); and Lin & Chen (2002), which indicated improvement in pre-service secondary chemistry teacher candidates' understanding of several aspects of NOSE. Considering the significance of improving student understanding of the NOSE and the positive impact of the use of historical information in accomplishing that goal, the author developed and taught (for four consecutive semesters) an undergraduate course in the history of science offered by the department of biological sciences at an urban, commuter university in midwestern USA.…”

Section: Influencing Student Understanding Of the Nose: An Undergradumentioning

confidence: 99%

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

Dass

2005

Int J Sci Math Educ

View full text Add to dashboard Cite

ABSTRACT. An appropriate understanding of the nature of the scientific enterprise (NOSE) is a key element of scientific literacy and can arguably be influenced through an exploration of the history of science. An elective, undergraduate History of Science course was organized in the form of small-group discussion-based inquiries into the history of science from ancient to modern times. Group discussions focused on STATEMENTS OF CRITICAL SIGNIFICANCE (SOCS) prepared by individual students on assigned readings prior to each class meeting. Small-group discussions were followed by a synthesis, facilitated by the instructor, of points raised in SOCS and other ideas central to the reading. The overarching goal of these activities was to help students see the multifaceted nature of the scientific enterprise in the context of social, political, cultural, and religious milieu of the time period and the geographic setting within which specific scientific activities and developments took place. The impact of this course on student understanding of the NOSE was assessed through the use of VIEWS ON SCIENCE-TECHNOLOGY-SOCIETY (VOSTS) instrument administered as pre-and post-test. Qualitative data regarding student understanding of the NOSE were furnished by the final exam on the NOSE written in the form of SOCS at the end of semester. Results based on four semesters of the course offering indicate modest gains in student understanding of specific aspects of the NOSE. They are discussed, along with the usefulness of small-group, discussionbased inquiries into the history of science as a way of enhancing scientific literacy during undergraduate science education.

show abstract

Promoting preservice chemistry teachers' understanding about the nature of science through history

Abstract: The purpose of this quasi-

Cited by 144 publications

References 30 publications

Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

Epistemological Predictors of Prospective Biology Teachers’ Nature of Science Understandings

An analysis of complex multiple‐choice science–technology–society items: Methodological development and preliminary results

Understanding the Nature of Scientific Enterprise (NOSE) through a Discourse with Its History: The Influence of an Undergraduate ‘History of Science’ Course

Contact Info

Product

Resources

About