The Development, Use, and Interpretation of Nature of Science Assessments

Lederman, Norman G.; Bartos, Stephen; Lederman, Judith S.

doi:10.1007/978-94-007-7654-8_29

Cited by 50 publications

(50 citation statements)

References 45 publications

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“…Three of these chapters, but only three (Hodson 2014;Lederman et al 2014;Irzik and Nola 2014), deal with 'Nature of Science' (NOS) research which many have taken to be the entirety of HPS-related theoretical issues in science education. The HPS&ST field is much wider.…”

Section: Lessons From a Handbookmentioning

confidence: 99%

Reflections on 25 Years of Journal Editorship

Matthews

2015

Sci & Educ

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These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns-clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise of constructivism in science education.

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Section: Lessons From a Handbookmentioning

confidence: 99%

Reflections on 25 Years of Journal Editorship

Matthews

2015

Sci & Educ

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“…Sin embargo, las entrevistas se revelan cruciales ya que permiten obtener datos más completos, detallados y robustos, siendo importante aplicarlas siempre que sea posible. Como señala Lederman et al (2014), el uso de entrevistas es fundamental para obtener los datos más válidos posible, ya que permiten una comprensión más profunda y un análisis más consistente de los datos. Sin querer restarle valor a los resultados obtenidos a través del cuestionario, la triangulación de métodos y técnicas, como refieren Bickman y Rog (1998) permite aumentar la validez y compensar la fiabilidad de los resultados de la investigación.…”

Section: Conclusiones Y Recomendaciones Didácticasunclassified

Desarrollo y validación de un instrumento para analizar las visiones de los profesores sobre modelos

Torres¹,

Vasconcelos²

2017

Rev_Eureka_ensen_divulg_cienc

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Diversos estudios ponen de manifiesto que el uso de modelos y el recurso a actividades de modelización son fundamentales en la enseñanza de las ciencias. Sin embargo, también son varios los estudios que demuestran que los profesores de ciencias no revelan visiones adecuadas sobre los modelos en la ciencia y para la enseñanza de las ciencias. Este estudio, parte integrante de un proyecto más amplio, pretende presentar un instrumento (en forma de cuestionario) fundado en bases teóricas sólidas, desarrollado para analizar las visiones de los profesores sobre modelos y modelización. El instrumento se aplicó a diecisiete futuros profesores de ciencias, estudiantes del máster en enseñanza de la Biología y la Geología, quienes participaron de manera voluntaria en este estudio. El acuerdo entre los evaluadores y los datos de las entrevistas se usaron para validar el instrumento. Los resultados de los análisis muestran que el instrumento es capaz de revelar diferencias entre las visiones de los profesores y, que es posible llegar a un análisis profundo acerca de sus visiones sobre modelos en la ciencia y para la enseñanza a través del análisis conjunto de los datos (obtenidos por medio de las respuestas a los cuestionarios y a las entrevistas). El análisis de los datos da a conocer también que los futuros profesores de ciencias tienen visiones ingenuas sobre los modelos y que no valoran todas las potencialidades de los mismos en la enseñanza de las ciencias, sugiriendo la necesidad de mejorar sus visiones sobre estos aspectos. Development and validation of an instrument for analysing teachers' views about modelsMany studies reveal that models and modelling activities are fundamental in science teaching. However, there are also many studies that show that science teachers do not hold adequate views regarding models in science and for teaching. This study is part of a broader research and intends to present a theoretically grounded instrument (a questionnaire) developed for analysing the teachers' views about models and modelling. The instrument was applied to seventeen prospective science teachers, students of the master in Biology and Geology Teaching, which voluntarily participated in this study. Inter-rater agreement and data from interviews were used in order to validate the instrument. The result of the analysis show that the instrument is able to reveal differences among teachers' views and that it is possible to attain a deep analysis of their views regarding models in science and for teaching through the combined analysis of data (obtained through questionnaires and interviews). Data analysis also reveals that prospective science teachers hold naïve views regarding models and that they do not value all models potentials in science teaching, suggesting the need for improving prospective teachers' views regarding those aspects. IntroducciónAunque los modelos científicos sean muy diversos y presenten diferentes definiciones, su relevancia para el progreso del conocimiento científico es innegable. De hecho, si se pr...

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“…There are many reasons that justify the inclusion of NOS instruction in science classes. For example, NOS knowledge is considered to be an important component in developing students' science literacy (Lederman, Bartos, & Lederman, 2014;McComas, Clough, & Almzroa, 1998;Moutinho, Torres, Fernandes, & Vasconcelos, 2015) and some studies also reveal that a better knowledge of NOS is positively related to conceptual learning in science (Bell, 2006;Cheng & Lin, 2015;Deng et al, 2011;McComas et al, 1998). Moreover, the knowledge of NOS is related to the enhancement of informed decision-making (Khishfe, 2012;Koksal, Cakiroglu, & Geban 2013) and contributes to the understanding of how science operates and to the promotion of interest in science .…”

Section: Introductionmentioning

confidence: 99%

Prospective Science Teachers’ Views of Nature of Science: Data from an Intervention Programme

Torres

Vasconcelos

2019

EURASIA J MATH SCI T

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The development of informed views of nature of science is considered to be a crucial aim for science education. This study assesses Portuguese prospective science teachers' views of the nature of science before and after an intervention programme that took place in the first year of their master. Nine prospective science teachers that will teach biology and geology in middle and high schools voluntarily participated in this study. Pre and post questionnaires, interviews and lesson plans were analysed. Results show that prospective science teachers improved their views of nature of science. However, some of them still struggled with some aspects, which stresses the need for a better understanding of the factors that influence science teachers' views of nature of science. Despite the positive results, more research is needed to understand the factors that mediate teachers' views into their instructional practice, namely by observing and monitoring teachers' practices and work environment.

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The Development, Use, and Interpretation of Nature of Science Assessments

Cited by 50 publications

References 45 publications

Reflections on 25 Years of Journal Editorship

Reflections on 25 Years of Journal Editorship

Desarrollo y validación de un instrumento para analizar las visiones de los profesores sobre modelos

Prospective Science Teachers’ Views of Nature of Science: Data from an Intervention Programme

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