The Importance of Teaching Nature of Science: Exploring Preservice Teachers’ Views and Instructional Practice

Kinskey, Melanie

doi:10.1080/1046560x.2022.2100730

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…When we consider ICT's role in instructional design, communication competence becomes even more critical. Effective communication is a prerequisite to effectively conveying pedagogical concepts, whether through direct instruction or through the use of ICT tools (Gussen et al, 2023;Kinskey, 2017). Pre-service teachers with high competence in communication can better understand and apply these concepts to instructional design using ICT tools, leading to improved learning experiences for their students.…”

Section: Competence For Communication Skills (Comp)mentioning

confidence: 99%

“…Recent research has also placed emphasis on the utilization of communication skills in the context of teaching practice. According to a study conducted by researchers (Kinskey, 2017), pre-service teachers were observed to employ various language skills, including speaking, listening, and writing, in order to comprehend the significance of incorporating nature of science instruction in their educational practices. This implies that effective communication abilities are crucial not only for delivering instruction directly, but also for comprehending and interpreting pedagogical concepts.…”

Section: Introductionmentioning

confidence: 99%

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Examination of the relationship between information and communication technology competencies and communication skills

Sergeeva,

Zheltukhina,

Bikbulatova

et al. 2023

CONT ED TECHNOLOGY

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This study aimed to explore the impact of different dimensions of communication skills, namely competence (COMP), self-esteem (SELF), social communication challenge (SCC), and listening-speaking (LI-S) on the utilization of information and communication technology (ICT) for student support (SS) and instructional design (ID). This study implemented inferential statistical methods to explore the impact of different dimensions of communication skills on the utilization of ICT among pre-service teachers. A sample of 324 pre-service teachers from Kazan Federal University was examined, utilizing validated scales adapted to the Russian context, with data analyzed using structural equation modeling to identify complex relationships between variables and to ascertain potential differences according to gender and department. The results demonstrated a significant positive relationship between participants’ perceived COMP in communication skills and their information and communication technology competencies (ICTCs), both in SS and ID. This suggests the need for targeted training to enhance educators’ communication competencies for optimal ICT utilization. Conversely, SELF and LI-S communication skills did not significantly influence ICTCs, indicating that these elements do not necessarily result in more effective ICT use in educational contexts. However, handling SCCs was positively associated with ICTCs in ID but not for SS, indicating a nuanced relationship between different communication skills and areas of ICT utilization. The study findings provide implications for professional development programs and underline the importance of certain dimensions of communication skills in leveraging ICT in education. Further research is recommended to verify these findings across different populations and educational settings.

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Section: Competence For Communication Skills (Comp)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examination of the relationship between information and communication technology competencies and communication skills

Sergeeva,

Zheltukhina,

Bikbulatova

et al. 2023

CONT ED TECHNOLOGY

View full text Add to dashboard Cite

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Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching

Jones

2024

J Res Sci Teach

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Science education policies and standards have called for educators to teach students about the Nature of Science (NOS) and engage them in Culturally Relevant Science Teaching (CRST), which requires critical shifts away from traditional science teaching. As such, teachers are being asked to possess or take up conceptions of science that challenge the status quo. Are teachers making these shifts? Do they conceive of science in these anti‐traditional ways? To explore this matter, I developed a conceptual framework around five key science topics: (1) Revision/Static; (2) Scientific Method; (3) Objective/Subjective; (4) Society and Culture; and (5) Critical Space, then surfaced traditional and anti‐traditional conceptions regarding each topic drawn from science standards and prior literature. I operationalized this framework to critically analyze 20 secondary science teachers' discourse to determine whether they aligned with a traditional science ideology, an anti‐traditional ideology, or somewhere in the middle (conflicting ideology). I found that for the most part participants demonstrated alignment with the anti‐traditional conception when it came to the first two topics, however, when it came to the latter three topics, tensions arose and there was noticeably less consensus. As participants discussed concepts related to the latter topics, which I argue are more closely related to society, culture, and humanness, they demonstrated strikingly greater alignment with the traditional conceptions. These findings have implications for science teachers' capacity to teach science with NOS and CRST in mind. Findings also highlight key areas of consideration for teacher educators, curriculum developers, and policymakers when guiding teachers on the journey to attend to NOS and CRST.

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Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel

Voss

Kent-Schneider²,

Kruse³

et al. 2023

Sci & Educ

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The Importance of Teaching Nature of Science: Exploring Preservice Teachers’ Views and Instructional Practice

Cited by 4 publications

References 29 publications

Examination of the relationship between information and communication technology competencies and communication skills

Examination of the relationship between information and communication technology competencies and communication skills

Science Teachers' Conceptions of Science: An Analysis at the Intersection of Nature of Science and Culturally Relevant Science Teaching

Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel

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