From Science in the Making to Understanding the Nature of Science

Author: Mansoor Niaz
Publisher: Routledge
ISBN: 9781136508653
Release Date: 2012-02-06
Genre: Education

The Nature of Science is highly topical among science teacher educators and researchers. Increasingly, it is a mandated topic in state curriculum documents. This book draws together recent research on Nature of Science studies within a historical and philosophical framework suitable for students and teacher educators. Traditional science curricula and textbooks present science as a finished product. Taking a different approach, this book provides a glimpse of “science in the making” — scientific practice imbued with arguments, controversies, and competition among rival theories and explanations. Teaching about “science in the making” is a rich source of motivating students to engage creatively with the science curriculum. Readers are introduced to “science in the making” through discussion and analysis of a wide range of historical episodes from the early 19th century to early 21st century. Recent cutting-edge research is presented to provide insight into the dynamics of scientific progress. More than 90 studies from major science education journals, related to nature of science are reviewed. A theoretical framework, field tested with in-service science teachers, is developed for moving from ‘science in the making’ to understanding the Nature of Science.

Students Understanding of Research Methodology in the Context of Dynamics of Scientific Progress

Author: Mansoor Niaz
Publisher: Springer
ISBN: 9783319320403
Release Date: 2016-04-20
Genre: Science

This book discusses how to improve high school students’ understanding of research methodology based on alternative interpretations of data, role of controversies, creativity and the scientific method, in the context of the oil drop experiment. These aspects form an important part of the nature of science (NOS). The study reported in this volume is is based on a reflective, explicit and activity-based approach to teaching nature of science (NOS) that can facilitate high school students’ understanding of how scientists elaborate theoretical frameworks, design experiments, report data that leads to controversies and finally with the collaboration of the scientific community a consensus is reached. Most students changed their perspective and drew concept maps in which they emphasized the creative, accumulative, controversial nature of science and the scientific method.

What More in for Science Education

Author: Wolff-Michael Roth
Publisher: Springer Science & Business Media
ISBN: 9789462092549
Release Date: 2013-06-13
Genre: Education

What more is there in and for science education to do in terms of researching science lessons? A lot, the author suggests, if research turns away from studying science education extracting social facts using special methods, which journal articles require to state, to studying the work and methods by means of which participants themselves create their structured world of science lessons. This book presents, with concrete materials from an inquiry-oriented physics course, a way of doing science education research that radically differs from existing approaches. This book articulates this approach for a science education audience, where this approach is by and large unknown, and where the primary literature is often experienced as impenetrable and as requiring years of work to gain entry. Consistent with this different approach, those materials are used that constitute the way in which the refl exive production of social order is observed by the actors (teachers, students) themselves.

Innovating Science Teacher Education

Author: Mansoor Niaz
Publisher: Routledge
ISBN: 9781136941955
Release Date: 2010-09-13
Genre: Education

How teachers view the nature of scientific knowledge is crucial to their understanding of science content and how it can be taught. This book presents an overview of the dynamics of scientific progress and its relationship to the history and philosophy of science, and then explores their methodological and educational implications and develops innovative strategies based on actual classroom practice for teaching topics such the nature of science, conceptual change, constructivism, qualitative-quantitative research, and the role of controversies, presuppositions, speculations, hypotheses, and predictions. Field-tested in science education courses, this book is designed to involve readers in critically thinking about the history and philosophy of science and to engage science educators in learning how to progressively introduce various aspects of ‘science-in-the-making’ in their classrooms, to promote discussions highlighting controversial historical episodes included in the science curriculum, and to expose their students to the controversies and encourage them to support, defend or critique the different interpretations. Innovating Science Teacher Education offers guidelines to go beyond traditional textbooks, curricula, and teaching methods and innovate with respect to science teacher education and classroom teaching.

Activity Theory in Formal and Informal Science Education

Author: Katerina Plakitsi
Publisher: Springer Science & Business Media
ISBN: 9789460913174
Release Date: 2013-09-04
Genre: Education

The purpose of this book is to establish a broader context for rethinking science learning and teaching by using cultural historical activity theoretic approach. Activity theory already steps in its third generation and only a few works have been done on its applications to science education, especially in Europe. The context takes into account more recent developments in activity theory applications in US, Canada, Australia and Europe. The chapters articulate new ways of thinking about learning and teaching science i.e., new theoretical perspectives and some case studies of teaching important scientific topics in/for compulsory education. The ultimate purpose of each chapter and the collective book as a whole is to prepare the ground upon which a new pedagogy in science education can be emerged to provide more encompassing theoretical frameworks that allow us to capture the complexity of science learning and teaching as it occurs in and out-of schools. The book captures the dialogic and interactive nature of the transferring the activity theory to both formal and informal science education. It also contributes to the development of innovative curricula, school science textbooks, educational programs and ICT’s materials. As a whole, the book moves theorizing and practicing of science education into new face and uncharted terrain. It is recommended to new scholars and researchers as well as teachers/researchers.

College Pathways to the Science Education Standards

Author: Eleanor D. Siebert
Publisher: NSTA Press
ISBN: 9780873551939
Release Date: 2001
Genre: Education

This book targets students who are going to be K-12 teachers and points out the responsibilities that both science and education faculty members face. These responsibilities not only include providing fundamental information and skills related to teaching, but also mentoring teachers to reflect their understanding. The National Science Education Standards specifically address grades K-12; however, these standards have a great significance for higher education in that they also address systematic issues of teacher preparation and professional development. This document discusses ways in which the Standards are meaningful to higher education. Chapters 1 and 3 focus on the teaching and assessment standards. Chapter 2 concerns professional development standards. Chapter 4 addresses content standards. Chapter 5 discusses science education program standards. Chapter 6 describes the science education system standards. (YDS)

Making it tangible Learning outcomes in science education

Author: Sascha Bernholt
Publisher: Waxmann Verlag
ISBN: 3830976445
Release Date: 2012
Genre: Education

One of the central features in current educational reforms is a focus on learning outcomes. Many countries have established or revised standards to describe what teachers are supposed to teach and students are expected to learn. More recently, the emphasis has shifted to considerations of how standards can be operationalized in order to make the outcomes of educational efforts more tangible. This book is the result of a symposium held in Kiel, that was arranged by two science education groups, one at the IPN (Leibniz-Institute for Science and Mathematics Education at the University of Kiel) in Germany and the other at the University of York, UK. The seminar brought together renowned experts from 12 countries with different notions of the nature and quality of learning outcomes. The aim was to clarify central conceptions and approaches for a better understanding among the international science education community. The book is divided into five parts. In Part A, the organizers set the scene, describing the rationale for arranging the symposium. Part B provides a broad overview about different approaches, challenges, and pitfalls on the road to the clarification of meaningful and fruitful learning outcomes. The set of papers in Part C provides deep insights into different, although comparable approaches which aim to frame, to assess, and to promote learning and learning outcomes in science education. Smaller projects are presented as well as broad, coordinated national programs. The papers in Part D outline the individual historical development from different national perspectives, reflecting the deficits and problems that led to current reforms. Finally, a summary of the organizers analyses the conclusions from different vantage points.

Science Education in International Contexts

Author: May M. H. Cheng
Publisher: Springer Science & Business Media
ISBN: 9789460914270
Release Date: 2011-10-23
Genre: Science

This book presents an international perspective on examining and putting into practice new innovations in science education. The chapters are organized into three parts, each of which addresses a key area in science education research. Part I of this book (Students’ conceptual understanding of science) addresses issues related to the identification of students’ science concepts, and the influence of everyday understandings on the construction of science concepts. Part II (Making science concepts plausible for students) addresses the pedagogical concerns of teachers in making science ideas plausible and logical for their students. Part III (Science teacher learning) reports on science teacher learning in Australia and Hong Kong. The focus is on the interaction between research and implementation, or how theory can be realized in classroom practice, with contributions from both non-Western and non-English-speaking contexts and Western and English speaking countries. Taken together, the papers have a common focus on the relationship or integration of theory and practice in science education. They demonstrate a concern to address education reform directions, putting into practice recommendations from science education research, and improving the quality of science education. The contributors of this book come from seven different areas around the world. These contributions have been essential in making the discussions in this book multi-perspective and relevant to an international audience, thus allowing it to emerge to join the international discourse on improving science education. The studies reported in this book provide insights for future research addressing science education reform directions, students’ learning needs and different classroom contexts. The discussions and the findings reported are relevant to science educators, teachers, student teachers, graduate students in education, curriculum developers and those responsible for education policy.

The Images of Science Through Cultural Lenses A Chinese Study on the Nature of Science

Author: Hongming Ma
Publisher: Springer Science & Business Media
ISBN: 9789460919428
Release Date: 2012-09-15
Genre: Education

Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large.

Scientific Inquiry and Nature of Science

Author: Lawrence Flick
Publisher: Springer Science & Business Media
ISBN: 9781402026720
Release Date: 2007-10-23
Genre: Science

This book synthesizes current literature and research on scientific inquiry and the nature of science in K-12 instruction. Its presentation of the distinctions and overlaps of inquiry and nature of science as instructional outcomes are unique in contemporary literature. Researchers and teachers will find the text interesting as it carefully explores the subtleties and challenges of designing curriculum and instruction for integrating inquiry and nature of science.

Teaching the Nature of Science Through Process Skills

Author: Randy L. Bell
Publisher: Allyn & Bacon
ISBN: UOM:39076002728322
Release Date: 2008
Genre: Education

Engage your students with inquiry-based lessons that help them think like scientists! "[This] book...has made such a difference in my teaching of science this school year. I have had some of the most amazing science lessons and activities with my students and I attribute this to what I learned from...[this] book... I have watched my 5th grade students go from being casual observers in science to making some amazing observations that I even missed. We enjoy our class investigations and the students ask for more!" --Alyce F. Surmann, Sembach Middle School "Teachers will relate well to the author's personal stories and specific examples given in the text, especially the ones about events in his own classroom.... like having the grasshoppers escape into the classroom!" --Andrea S. Martine, Director of Curriculum and Instruction, Warrior Run School District With Teaching the Nature of Science through Process Skills, author and science educator Randy Bell uses process skills you'll recognize, such as inference and observation, to promote an understanding of the characteristics of science knowledge. His personal stories, taken from years of teaching, set the stage for a friendly narrative that illuminates these characteristics of scientific knowledge and provides step-by-step guidance for implementing inquiry activities that help children understand such important, yet abstract, concepts. With Randy as your guide, you can better adhere to current science education standards that urge teachers to go beyond teaching science content to teach children about the practice and the nature of science in a way that engages all learners in grades three through eight. Investigate further... More than 50 ideas and activities for teaching the nature of science to help you meet content standards. A comprehensive framework to guide you in integrating the approach across the science curriculum, throughout the school year, and across the grade levels. A goldmine of reproducible resources, such as work sheets, notebook assignments, and more. Assessment guidance that helps you measure your students' nature of science understanding.

Science Education and Culture

Author: Fabio Bevilacqua
Publisher: Springer Science & Business Media
ISBN: 0792369726
Release Date: 2001-10-31
Genre: Education

This anthology contains 21 papers by prominent historians and philosophers of science, philosophers of education, science educators and science teachers. It is expansive in its subject matter, and detailed in its analysis. The common thread in all papers is the contribution that the history and philosophy of science makes to theoretical, curricular, and pedagogical issues in science education. This is a timely focus as, worldwide, there are increasing demands made on science curriculum writers and teachers to ensure that students come to know something of the `nature of science', or something about the `big picture' of science. This means knowing something of the history and methodology of science, its relations with world views, and how science articulates with social and cultural values and interests. The contributions show how historically and philosophically informed teaching of science can create this `big picture' knowledge about science, which in turn allows science to inform culture and social life.

Learning Knowledge

Author: Robert McCormick
Publisher: SAGE
ISBN: 1853964271
Release Date: 1999-03-23
Genre: Education

This textbook is founded on the idea of learning as knowledge construction and the implications of this for the nature of knowledge and for the way it is acquired. The first section examines the nature of knowledge from several perspectives. The dominant theme is that views of learning closely relate to views of knowledge. The second section considers what it is to be knowledgeable. Expertise and types of knowledge are considered using examples from different phases of education and subject areas. The final part of the book focuses on learning within domains and what this means from different subject perspectives. Learning and Knowledge is a Course Reader for The Open University course E836 Learni