Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

Zion, Michal; Schwartz, Reneé; Rimerman-Shmueli, Esther; Adler, Idit

doi:10.1007/s11165-018-9732-9

Cited by 19 publications

(17 citation statements)

References 58 publications

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“…Similarly, Zion et al (2018) conducted a fine-grained analysis on teachers' conceptions about NOS and scientific inquiry identifying three themes with regard to teachers' understanding of scientific methods: "1) distinguishing an observation from an experiment, 2) mapping observation as a scientific method and 3) acknowledging that there are various scientific methods" (Zion et al 2018, p. 15). In addition, the study concluded that teachers' views on scientific methods can be improved with the use of open inquiry and personal inquiry approaches.…”

Section: Teachers' Views Of Scientific Methodsmentioning

confidence: 99%

“…Kartal et al 2018). Previous research has shown that teachers' views on scientific methods are among the NOS aspects that can be improved through CPD programmes (Kartal et al 2018;Zion et al 2018). Nevertheless, in order to improve teachers' views, teacher training programmes should be informed by teachers' prior understanding of scientific methods.…”

Section: Teachers' Views Of Scientific Methodsmentioning

confidence: 99%

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Beyond Hypothesis Testing

Ioannidou

Erduran

2021

Sci & Educ

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Recent reforms in science education have promoted students’ understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing. The empirical study presented in the paper examines science teachers’ understanding of scientific methods, particularly the diversity of scientific methods. Brandon’s Matrix, a philosopher’s account of scientific methods, has been adapted for educational purposes, and two tasks were developed in order to investigate teachers’ understanding of scientific methods. Fifty-six science teachers (25% male, 75% female) from different regions in the UK responded to an online survey. The results showed that the majority of the teachers showed satisfactory understanding of basic components of Brandon’s Matrix. However, more than half of the sample held naïve understanding of scientific methods. By providing insight into teachers’ misconceptions about scientific methods, the study provides suggestions for the design of teacher training programmes and highlights the need for explicit instruction about scientific methods. In addition, we suggest the use of heuristics such as Brandon’s Matrix for the development of pedagogical tools as well as research instruments.

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Section: Teachers' Views Of Scientific Methodsmentioning

confidence: 99%

Section: Teachers' Views Of Scientific Methodsmentioning

confidence: 99%

Beyond Hypothesis Testing

Ioannidou

Erduran

2021

Sci & Educ

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“…Alguns autores (DRESNER; WORLEY, 2006;MORRISON, 2008;ZION et al, 2018) sugerem que professores em formação podem desenvolver uma maior compreensão da ciência de investigação por meio de realizações individuais em seus cursos de licenciaturas. Portanto, os cursos que proporcionam tais experiências práticas de investigação podem fornecer ferramentas poderosas para orientar a capacidade dos futuros professores em orientar seus estudantes em um trabalho de investigação (ZION et al, 2018).…”

Section: Resultados E Discussõesunclassified

Concepção sobre a investigação no ensino de ciências

Menezes

2021

Rev. Ibe. Est. Ed.

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A literatura científica tem enfatizado a importância das experiências de investigação para os estudantes na formação inicial de professores. Tentando melhor compreender este cenário, o objetivo deste trabalho foi investigar a percepção dos estudantes de Licenciatura em Ciências Biológicas em uma atividade prática no Ensino de Ciências baseado em investigação. Para alcançar este objetivo os estudantes foram acompanhados em duas disciplinas práticas durante cinco semestre. Durante o desenvolvimento das disciplinas os estudantes foram estimulados a manterem anotações sobre todo o processo. Ao final da disciplina foi solicitado um relato das atividades desenvolvidas. Estas informações foram utilizadas como material de análise neste trabalho. Os dados obtidos sugerem que as concepções dos estudantes sobre o processo de pesquisa e investigação na educação estavam relacionadas à prática e interpretação de seu próprio projeto de investigação e que a vivência do projeto modificou as concepções que os mesmos possuíam sobre a pesquisa. Este trabalho apresenta que as experiências vivenciadas na formação inicial docente instigam uma maior reflexão sobre a natureza da investigação. Desta forma, acredito que os resultados aqui apresentados podem contribuir na formação inicial destes estudantes.

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“…Nature of science (NOS) is an area of research in science education that has emphasised the significance of understanding how science works (Lederman, 1992). Such understanding has been advocated as an educational goal, and many studies have been carried out to foster students' (Brunner & Abd-El-Khalick, 2019;Lederman et al, 2002) and teachers' (Adibelli-Sahin & Deniz, 2017;Milne, & Taylor, 1995;Zion et al, 2002) understanding of NOS. Researchers have also investigated how professional scientists themselves understand NOS (Osborne et al, 2003;Schwartz & Lederman, 2008;Tao, 2002;Wu & Erduran, 2022).…”

Section: Introductionmentioning

confidence: 99%

Student, Teacher, and Scientist Views of the Scientific Enterprise: An Epistemic Network Re-analysis

Peters‐Burton

Dagher

Erduran

2022

Int J of Sci and Math Educ

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There is substantial research in science education about students’, teachers’, and scientists’ views of nature of science (NOS). Many studies have used NOS frameworks that focus on particular ideas such as tentativeness of scientific knowledge and cultural embeddedness of science. In this paper, we investigate NOS from the perspective of the Family Resemblance Approach (FRA) which considers clusters of ideas about science in terms of categories that offer a comprehensive analytical lens to studying NOS views. The empirical study re-analyzes NOS views obtained from 7 and 8th grade students, science teachers, and scientists using the FRA lens. Statements from all three groups were obtained using a free-write questionnaire on nature of knowledge and nature of knowing. The statements were reclassified using the FRA framework. Epistemic network analysis (ENA) was applied to the statements produced by each group of participants, and the resulting network models were interpreted and compared. The results show that student and teacher network models possessed no central idea, and more tangible ideas about science were frequently connected. Scientist network models showed more connections across their statements which indicate a higher degree of agreement and coherence among a variety of ideas compared to student and teacher network models. The paper discusses the findings as well as the methodological contributions, and concludes with implications for future research.

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Supporting Teachers’ Understanding of Nature of Science and Inquiry Through Personal Experience and Perception of Inquiry as a Dynamic Process

Cited by 19 publications

References 58 publications

Beyond Hypothesis Testing

Beyond Hypothesis Testing

Concepção sobre a investigação no ensino de ciências

Student, Teacher, and Scientist Views of the Scientific Enterprise: An Epistemic Network Re-analysis

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