Science Teachers’ Thinking About the Nature of Science: A New Methodological Approach to Its Assessment

This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent quantitative and qualitative analyses. The overall results reflect moderately informed conceptions, and a detailed analysis by items, categories, and positions reveals a range of positive and negative conceptions about the topics of NOS dealt with in the questionnaire items. The implications of the findings for teaching and teacher training on the themes of NOS are discussed.     

The ‘Nature of Science’ and the Perils of Epistemic Relativism

Research in Science Education - There is an increasing demand in the field of science education for the incorporation of philosophical and sociological aspects that are related to the scientific...     

Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches

The purpose of this study was to investigate changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions that represent three instructional approaches used in a middle grades science methods course. Ten participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated. Data were collected using open-ended questionnaires and in-depth interviews before and after the interventions. Written artifacts and recorded group discussions were collected during the interventions. The results of this study showed that inclusion of various approaches to teaching NOS can contribute to developing preservice teachers’ understanding of NOS. The activities complemented each other in the teaching of the NOS components. In addition, the preservice teachers perceived that the four interventions were helpful in improving their understanding of NOS and in preparing them for future teaching.     

Reflections on “Science Teaching and the Nature of Science”

Science &; Education -     

Integrating Scientific Methods and Knowledge into the Teaching of Newton’s Theory of Gravitation: An Instructional Sequence for Teachers’ and Students’ Nature of Science Education

The availability of teaching units on the nature of science (NOS) can reinforce classroom instruction in the subject, taking into account the related deficiencies in textbook material and teacher training. We give a sequence of teaching units in which the teaching of Newton??s gravitational theory is used as a basis for reflecting on the fundamental factors that enter into the cognitive and evaluative processes of science, such as creativity, empirical data, theorising, substantiating and modelling tactics. Distinguishing phases in the evolution of a theory (initial conception and formation, testing, scope and limits of the theory) helps show how the importance of these factors varies from phase to phase, while they continue to interact throughout the whole process. Our concept of how to teach NOS is based on the introduction of such special units, containing direct instruction in NOS elements incorporated into curricular science content, thus giving an initial theoretical basis with which epistemological points of other course material can be correlated during the usual classroom teaching of the subject throughout the school year. The sequence is presented in the form of teaching units that can also be used in teachers?? NOS education, extended in this case by more explicit instruction in basic philosophical views of the nature of science and how they relate to and impact on teaching.     

The Relationship between Students’ Views of the Nature of Science and their Views of the Nature of Scientific Measurement

The present study explores the relationship between students’ views of the nature of science (NOS) and their views of the nature of scientific measurement. A questionnaire with two‐tier diagnostic multiple‐choice items on both the NOS and measurement was administered to 179 first‐year physics students with diverse school experiences. Students’ views on the NOS were classified into four NOS ‘profiles’, and views on measurement were classified according to either the point or set paradigms. The findings show that students with a NOS profile dominated by a belief that the laws of nature are to be discovered by scientists are more likely to have a view of the nature of scientific measurement characterised by a belief in ‘true’ values. On the other hand, students who believe that scientific theories are inventions of scientists, constructed from observations that are then validated through further experimentation, are more likely to have a view of the nature of scientific measurement that is underpinned by the uncertain nature of scientific evidence. The implications for teaching scientific measurement at tertiary level are discussed.     

Impact of Chinese Culture on Pre-service Science Teachers’ Views of the Nature of Science

This study examines Chinese pre-service teachers’ (N?=?30) views on the nature of science (NOS) and how Chinese culture influences their views. Participants were from two teachers’ universities in eastern China. As an exploratory and interpretive study, a scenario-based interview approach was adopted. The results indicated that the participants held unique views about the five key aspects of NOS. Many participants have alternative and contemporary views of NOS, but few possess classical views. In fact, teachers adopted features of the Confucian Doctrine of the Mean either consciously or unconsciously to account for their views of NOS. This research reflects that the Doctrine of the Mean affected Chinese teachers’ views of NOS, making them rather deficient in their understandings of classical NOS. Based on empirical data, it is argued that science teacher training in China should focus on the content and objectives of classical NOS, rather than just teaching contemporary views of NOS. Taking Chinese culture into consideration, science teacher education in China cannot entirely import the strategies of teaching the classical views of NOS from the developed world, but should develop, design and contextualize local strategies that are suitable for the training of Chinese science teachers. Some issues for further investigation of learners’ views of NOS in non-Western contexts are suggested as implications from this study.     

The Influence of Repeated Teaching and Reflection on Preservice Teachers’ Views of Inquiry and Nature of Science

This study describes the influence of a secondary science methods program on secondary science preservice teachers’ views and enactment of nature of science and inquiry-based instructional practices. Built into the structure of this program were three cycles of practice teaching and reflection in which the preservice teachers focused on key pedagogical ideas in classroom settings with middle and high school students. The nine secondary preservice teachers improved both their understanding and enactment of inquiry and nature of science throughout the program period. This study provides evidence of the importance of incorporating multiple low-stakes practicum experiences that are closely tied to methods course goals that are highly scaffolded through both methods instructor and cooperating teacher support and tied to analytic self-reflection.     

Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry

Science & Education - The goal of this study was to explore the influencing factors of pre-service science teachers’ pedagogical content knowledge (PCK) for targeted aspects of nature of...     

The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers’ Explanations in Physics

This study investigated how individuals’ construction of explanations—a way of ascertaining how well an individual understands a concept—develops from an interactive simulation. Specifically, the purpose was to investigate the effect of interactive computer simulations or science textbook assignments on the nature and quality of postgraduate science teachers’ explanations regarding physical phenomena in Mechanics, Waves/Optics, and Thermal Physics. The use of simulations or science textbook assignments was implemented according to the Predict–Observe–Explain model and integrated into a one‐semester conceptual survey course in physics for practising science teachers who served as participants in the study. Data were collected through semi‐structured interviews and were analysed using a qualitative content analysis approach. Results indicate that the use of computer simulations along with the application of the Predict–Observe–Explain model had a positive impact on the nature and quality of science teachers’ explanations. They improved science teachers’ ability to generate scientifically accurate explanations and fostered in‐depth advancement in teachers’ search for explanatory scientific information regarding the physical phenomena under investigation. In addition, teachers’ explanations became more elaborate, reflecting cause‐effect reasoning and formal reasoning.     

A Critical Review of Students’ and Teachers’ Understandings of Nature of Science

Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science...     

The Problematic Nature of the Practicum: A Key Determinant of Pre-service Teachers’ Emerging Inquiry-Based Science Practices

This article disseminates findings from a multi-year study regarding secondary preservice science teachers’ perceptions toward inquiry-based science teaching, and the extent these perceptions are augmented by their practicum. While findings indicated that preservice teachers did improve their understanding and capability of using scientific inquiry due to their methods course, the role of practicum in supporting their newly developed perceptions was problematic. Issues ranging from associate teacher subjugation, availability of resources, time constraints, and the need to address curriculum standards were the most commonly cited reasons for preservice teachers’ difficulty in creating an inquiry-based environment during their practicum. Implications are presented highlighting the importance of practicum experiences as a key determinant of pre-service science teachers’ emerging inquiry-based science views and practices.     

Educational Background,Teaching Experience and Teachers’ Views on the Inclusion of Nature of Science in the Science Curriculum

The aim of this research is to ascertain teachers’ opinions on what elements of nature of science (NOS) and science–technology–society relationships (STS) should be taught in school science. To this end an adapted version of the questionnaire developed by Osborne et al. is used. Our results show that experts consulted by Osborne et al. and Spanish teachers confer similar importance on the provisional, experimental, and predictive nature of scientific knowledge based on some of the procedures used such as the drawing up of hypotheses and the analysis and interpretation of data. We also look into the relationship between the teachers’ views and their educational background. ¹ 1. In this article, Educational Background means the scientific training gained by teachers at university. Results suggest that philosophy teachers are more concerned with the inclusion of NOS and STS topics in science curricula than science teachers, although further studies will be necessary. Some suggestions concerning the university training of science teachers are also discussed.     

Design of a student lab program for nanoscience and technology – an intervention study on students’ perceptions of the Nature of Science,the Nature of Scientists and the Nature of Scientific Inquiry

Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.

Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.

Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.

Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.

Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.

Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs.     

Multimodal Interaction Analysis: a Powerful Tool for Examining Plurilingual Students’ Engagement in Science Practices

Research in Science Education - Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the...     

The Impact of Teachers and Their Science Teaching on Students’ ‘Science Interest’: A four-year study

There is a crisis in school science in Australia and this may be related to insufficient students developing an interest in science. This extended study looked at changes in 14 students’ interest in science as they moved through junior secondary school into Year 10. Although the majority of these students still had an interest in science in Year 10, it had fluctuated for most students from year to year. The presence or absence of simple, but effective, teaching practices, identified by these students, seems to suggest one way to retain or improve situational and, it would appear, in several cases, personal interest.