Science Teachers’ Views on the Nature of Science and its Integration into Instruction

Demirel, Zeynep Merve; Sungur, Semra; Çakıroğlu, Jale

doi:10.1007/s11191-022-00409-0

Cited by 8 publications

(1 citation statement)

References 49 publications

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“…The literature suggests that even teachers' understanding of NOS (for example, Demirel et al, 2023), including terms such as laws and theories, is not adequate. This indicates that professional development programs on NOS which focus in some depth on the three terms can equip them to be more effective when teaching these concepts to students.…”

Section: Discussionmentioning

confidence: 99%

Depiction of scientific principles, laws and theories in Chemistry textbooks used by students in Singapore

Chan,

Tan,

Subramaniam

2024

Chem. Educ. Res. Pract.

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In this study, we analyzed how scientific terms such as principle, law and theory are depicted in Chemistry textbooks used by students in Singapore. There are very few reports in the science or chemistry education literature that explicitly explore the term principle, although all three terms appear in a number of topics in the high school chemistry curricula. The textbooks’ definitions for the three terms were compared with key canonical attributes constituting these general terms. Findings indicate that most of the textbooks did not provide generic definitions of the three terms, and a number of attributes were also not apparent in the specific definitions of the three terms (except for principle). The relationship between laws and theories in textbooks was explored for three exemplars, and this provided useful insights. It is suggested that textbook authors, supported by curriculum developers and teachers, devote more attention to highlighting the relationships and distinctions among the three scientific terms. This can help students cultivate a better understanding of these terms, thus potentially leading to improved overall understanding of the nature of science.

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Section: Discussionmentioning

confidence: 99%