Sc1: scientific investigation ‐‐ the creation of policy in science education in England and Wales

Laws, Peter M.

doi:10.1080/0267152970120104

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…Osborne, et al, 2003) based solely on objective reasoning (R. Baker, 1997;Carr, et al, 1997). This traditional view of science is often reinforced in the classroom by textbooks (Irez, 2009), 'cooked' classroom experiments (Laws, 1997), idealised teacher demonstrations and classroom environments that focus on exam success (Roberts & Gott, 2004). The contribution of teachers in creating this classroom environment is well established in the literature and a number of important issues have been identified.…”

Section: Nos Influencesmentioning

confidence: 99%

Exploring New Zealand year 11 students' understanding of Nature of Science concepts

Northcott¹

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<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

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Section: Nos Influencesmentioning

confidence: 99%