Students' and teachers' conceptions of the nature of science: A review of the research

Abstract

The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.

Eliciting Students' Understanding of a Local Socioscientific Issue Through the Use of Critical Response Pedagogies

“…The fact that the Minnesota River was significantly more polluted than the Mississippi River on the location where the image was captured, students often examined the social, economic, and environmental reasons that makes their local river more polluted, as well as the consequences for the communities upstream and downstream in terms of these aspects. The literature in science education has highlighted the significant relationships among teacher beliefs, teaching practices, and student learning (Bryan & Atwater, 2002;King, Shumow, & Lietz, 2001;Lederman, 1992). As they made their explanations, students constantly made references to the social, environmental, and economic aspects of the issue.…”

Influencia de la formación y la investigación didáctica del profesorado de ciencias sobre su práctica docente

“…Esta investigación coincide con otras investigaciones y aporta nuevos datos, al poner de manifiesto el papel fundamental del tipo de formación que recibe el profesorado en la transición de unos modelos educativos a otros (Carr, 1990; National Commission on Teaching and America 's Future, 1996;Lederman, 1992;Bañas et al, 2009).…”

Decisões Envolvidas Na Elaboração E Validação De Um Questionário Contextualizado Sobre Concepções De Natureza Da Ciência

“…Pesquisadores em Ensino de Ciências têm se preocupado em investigar as concepções de natureza da ciência (NdC) desde o início do século passado, dando atenção à inclusão do metaconhecimento científico nos currículos de todos os níveis de ensino (Lederman, 1992), desde a educação básica ao ensino superior. Parte da preocupação decorre da necessidade de formar indivíduos críticos para as discussões do cotidiano, as quais envolvem de forma crescente temas científicos.…”

“…Latour (2001) afirmou que os debates sobre o fazer científico contemporâneo têm dado espaço para questões que abrangem as relações entre ciência, tecnologia e sociedade. Talvez, por isso, seja notório o esforço coletivo de pesquisadores e das várias associações da área de Ensino de Ciências ao redor do globo para promover uma educação científica pautada em aspectos da história e da filosofia da ciência (Robinson, 1965;Duschl, 1985;Lederman, 1992;Matthews, 1992;Monk & Osborne, 1997;Seroglou & Koumaras, 2001;Abd-El-Khalick, 2012;Allchin, 2013).…”

“…Em geral, as pesquisas focadas nos alunos têm revelado uma visão inadequada sobre a NdC (e.g. Aikenhead, 1973;Lederman & O'malley, 1990, Lederman, 1992Harres, 1999;Abd-El-Khalick & Lederman, 2000). Os trabalhos sobre concepções de NdC de professores em formação ou em exercício, também não têm sido otimistas quanto à aproximação das concepções de docentes de uma visão considerada bem informada (Waters-Adams & Nias, 2003;Ajaja, 2012;Hacieminoglo et al, 2012).…”