Learning to Teach Science: The Curriculum of Student Teaching in Hiroshima "Attached" Schools

Journal of Science Teacher Education -     

Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses

Understanding nature of science (NOS) is considered critical to the development of students’ scientific literacy. However, various studies have shown that a large number of elementary and secondary science teachers do not possess an adequate understanding of NOS. This study investigated how elementary teachers’ understanding of NOS was impacted through a 1-year professional development program in Chile that included NOS instruction as a theme throughout two types of mini-courses in the program. Twelve teachers attended a 1-year development program focused on improving teacher content knowledge and included the instruction of NOS embedded in two self-contained NOS mini-courses (36 h) and two lessons (3 h each) within five science content mini-courses (30 h). The Views of NOS (version D+) questionnaire and interviews were used to assess teachers’ understanding of NOS at the beginning (January) and end of the program (December). Elementary teachers’ understanding of the creative, inferential, and tentative aspect of NOS showed improvement. According to the teachers’ perceptions, the most significant activities for improving their NOS understanding were decontextualized activities in both types of mini-courses (self-contained NOS and science content mini-courses). The implications for professional development programs are also discussed.     

USING SCIENCE CAMPS TO DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY—TAIWANESE STUDENTS IN A U.S. SUMMER SCIENCE CAMP

Recent years have witnessed a dramatic rise in the number of middle and high school students from Asian countries participating in U.S.-based summer experiences (Perlez &; Gao, 2013). Although summer science camps have been shown to improve students’ attitudes and interests related to science and science learning (Bhattacharyya, Mead &; Nathaniel, School Science and Mathematics 111:345–353, 2011; Fields, International Journal of Science Education 31:151–171, 2009; Gibson &; Chase, Science Education 86:693–705, 2002; Luehmann, International Journal of Science Education 31:1831–1855, 2009), whether there are cognitive gains for visiting students in these short-term experiences is not well understood (Liu &; Lederman, School Science and Mathematics 102:114–123, 2002; Williams, Ma, Prejean, Ford &; Lai, Journal of Research on Technology in Education 40:201–216, 2007). This study explored the efficacy of a U.S. summer science camp to engender improved understandings about scientific inquiry (SI) among a group of gifted Taiwanese students (n = 19) in grades 8 and 9. Participants were completing an 80-h summer science camp at a Midwestern U.S. university. The Views About Scientific Inquiry (VASI) questionnaire (Lederman, Lederman, Bartos, Bartels, Antink Meyer &; Schwartz, Journal of Research in Science Teaching 51:65–83, 2014) was used to capture students’ views before and after camp participation, with modest gains evident for five of the eight aspects of scientific inquiry assessed. These gains were related to scientific investigations beginning with a question, the multiple methods of science, the role of the question in guiding procedures, the distinction between data and evidence, and the combination of data and what is already known in the development of explanations. Implications for the structure of science camps for supporting the development of SI understandings among students from Asian classrooms, and in general, are discussed.

     

Organisational aspects of Nigeria's research system

The problem of how to integrate an indigenous research capacity with the wider developmental efforts of a developing country is becoming a topic of increasing importance, although little empirical work has been done. This paper examines the organisation and structure of Nigeria's publicly financed research institutes with a view to achieving a greater understanding of how they behave and how they relate to other parts of the socio-economic environment. The institutes cover a wide range of economic relevance but are broadly similar in their internal structures and external relations. There are severe shortages of qualified research scientists who number only around 5% of the total manpower employed and whose skill levels appear to be on the low side. Part of the difficulty lies in problems of recruitment which in turn are caused by a poor career structure and competition from other parts of the social system, notably the universities and the private sector. Integration with other social sectors is weak and certain aspects of internal structures are not such as to encourage greater integration Although there are general infrastructural difficulties and while the Government is making an attempt to improve matters, there is a tendency for research institutes to follow formal institutional and bureaucratic relations with higher authorities, which helps to perpetuate scientific autonomy but does little to improve productive performance in the relevant economic sectors.     

BOOK REVIEWS

ESSAYS IN TEACHING. Edited by Harold Taylor. New York: Harper and Brothers, 1950. 239 pp.
Two Essays On A Prize-Winning Book EDUCATION AND MORALS. By John L. Chills. New York: Appleton-Century - Crofts, 1950. 293 pp. $2.75.
PHILOSOPHICAL NARCISSISM
PATTERNS OF EDUCATIONAL PHILOSOPHY: A DEMOCRATIC INTERPRETATION. By Theodore Brameld. Y onkers-on-Hudson, New York: World Book Company, 1950. 824 pp.