The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science

Science & Education, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 22, 2024

Abstract For many years, hegemonic approaches to teaching the nature of science (NOS) have focused mainly on understanding some epistemic (i.e., rational, or cognitive) aspects involved in construction science. So, a non-epistemic non-rational, contextual, extra-scientific) been practically neglected these predominant proposals for NOS. However, those us who advocate more holistic NOS teaching, with balanced integration both and NOS, reason celebrate. The development family resemblance approach (FRA) initially proposed by Irzik Nola (2011, 2014), then suitably adapted Erduran Dagher (2014) education, has cemented such purpose current literature research. But, like all scientific milestones, there are antecedents that, way, also contributed building path that brought this point. Therefore, it is fair acknowledge them. Thus, aim article provide critical discussion make an explicit acknowledgement antecedents, as framework science-technology-society (STS) tradition, among others, without undermining important role FRA achieving vision teaching.

Language: Английский

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Innovations, Challenges and Future Directions in Nature of Science Research: Reflections from Early Career Academics

Research in Science Education, Journal Year: 2023, Volume and Issue: 54(1), P. 27 - 48

Published: Feb. 15, 2023

There has been sustained research interest in the role of early career researchers advancing field and challenges that they face. However, efforts to document lived experiences working a specific area within science education have scarce. This paper considers meaning innovation context nature (NOS) research, drawing from collective reflection five academics different backgrounds. After discussing sources our motivation innovate NOS we identify four distinct pathways innovation. These include (1) delving into aspects greater depth, (2) exploring interface other established areas, (3) using address pressing social issues, (4) expanding methodological repertoire research. We illustrate these modes examples own work. Barriers early-career such as absence curricula initial teacher education, lack time engage with practitioners develop implement instructional resources, underrepresentation diverse systems literature are discussed.

Language: Английский

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Scientific Thinking and Critical Thinking in Science Education

Science & Education, Journal Year: 2023, Volume and Issue: unknown

Published: Sept. 5, 2023

Abstract Scientific thinking and critical are two intellectual processes that considered keys in the basic comprehensive education of citizens. For this reason, their development is also contemplated as among main objectives science education. However, literature about types context education, there quite frequent allusions to one or other indistinctly refer same cognitive metacognitive skills, usually leaving unclear what differences common aspects. The present work therefore was aimed at elucidating relationships between these are. conclusion reached that, while they differ regard purposes application some skills processes, share others related symbiotically a metaphorical sense; i.e., each makes sense develops appropriately when it nourished enriched by other. Finally, an orientative proposal presented for integrated classes.

Language: Английский

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Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis

Humanities and Social Sciences Communications, Journal Year: 2023, Volume and Issue: 10(1)

Published: June 5, 2023

News media plays a vital role in communicating scientific evidence to the public during COVID-19 pandemic. Such communication is important for convincing follow social distancing guidelines and respond health campaigns such as vaccination programmes. However, newspapers were criticised that they focus on socio-political perspective of science, without explaining nature works behind government's decisions. This paper examines connections science categories era by four local United Kingdom between November 2021 February 2022.

Language: Английский

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Reflections of Pre-Service Science Teachers’ Understanding of the Nature of Science on a Socioscientific Issue

Science & Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 7, 2025

Abstract This study aims to determine third-year pre-service science teachers’ conceptions of the nature (NOS) examine reflections their NOS in process socioscientific reasoning and address status conceptualizations scientific contexts. The research used a qualitative design. Views about Nature Science Questionnaire-C (VNOS-C) Decision-Making Survey on Socioscientific Issues: COVID-19 (SBKKA-COVID-19) were as data collection tools. Descriptive analysis content together analyze data. study’s findings show that teachers generally have naive understanding reflection is limited. It seen there are differences contexts sub-dimensions changeability knowledge role sociocultural factors science. obtained from discussed using related literature, some inferences made regarding education.

Language: Английский

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“Safety” and “integration”: examining the introduction of disaster into the science curriculum in South Korea

Journal of Curriculum Studies, Journal Year: 2023, Volume and Issue: 55(5), P. 580 - 597

Published: July 26, 2023

The diversifying impacts of global disasters such as climate change and COVID-19 call for systematic consideration how can be addressed in different school subjects. In this paper, we discuss the relationship between disaster science education has been codified framed South Korea through an analysis national curriculum policy documents from 2010s, a period marked by several human-caused with lingering social impacts. A genealogical reading reveals emerged curricular theme at intersection two discourses: discourse safety integration. Further points to three tensions about that underlay process, disaster, non-traditional topic, was introduced into curriculum. Our findings provide insights conflicting ideas what should learned science. We contend stronger theoretical empirical base is needed when introducing new topics More effort justify topic against existing aims structures subjects, consider unique political context, bridge gap classroom practice.

Language: Английский

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La comprensión de aspectos epistémicos de la naturaleza de la ciencia en el nuevo currículo de Educación Secundaria Obligatoria, tras la LOMLOE

Revista Española de Pedagogía, Journal Year: 2022, Volume and Issue: 80(283)

Published: Sept. 1, 2022

a la comprensión de aspectos epistémicos naturaleza ciencia (NDC) en el nuevo currículo ciencias para etapa

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Effectiveness of Differentiated Learning Materials Oriented toward Nature of Science to Improve Scientific Literacy Skills

Jurnal Penelitian Pendidikan IPA, Journal Year: 2023, Volume and Issue: 9(4), P. 1968 - 1973

Published: April 30, 2023

This research aimed to describe the effectiveness of differentiated learning materials oriented toward nature science (NoS) improve students’ scientific literacy skills. The type is quasi-experiment with one group pretest-posttest design. was given 31 students in VIII-A class Junior High School 16 Gresik. obtained from skills test and student response questionnaire. student’s showed an improvement gain score between pretest posttest scores 0.64, which medium category; besides that, most gave positive responses seen percentage interest 84.68% (very interested). data that were effective as Merdeka Curriculum

Language: Английский

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Exploring the intersection of disasters and science education with preservice science teachers through a disaster case study

Cultural Studies of Science Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 30, 2024

Language: Английский

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Bilimin Doğasını Öğretmede Bilim Haberleri Kullanmanın Etkileri

Journal of Computer and Education Research, Journal Year: 2024, Volume and Issue: 12(24), P. 446 - 475

Published: Sept. 17, 2024

Bu çalışma, bilimin doğası öğretiminde bilim haberleri kullanmasının, fen bilimleri öğretmen adaylarının doğasını anlamalarına, evrensel okuryazarlıklarına ve medya etkisini araştırmaktadır. Araştırma, eşitlenmemiş kontrol gruplu desen kullanılarak 55 bilgisi adayıyla gerçekleştirilmiştir. Deney grubunda sosyo-bilimsel konular (SBK) temelinde bilimsel gazete öğretilirken, olmaksızın, yalnızca SBK öğretilmiştir. Veriler, “Bilimin Doğası Ölçeği”, “Evrensel Fen Okuryazarlığı Ölçeği” “Medya Becerileri ile toplanmıştır. Sonuçlar, bağlamında konu yapılan öğretime kıyasla okuryazarlığı boyutlarından değerlendirme becerisini geliştirdiğini göstermektedir. Diğer yandan, haberlerinin kullanmasının anlayışları okuryazarlığına anlamlı bir etkisi olmamıştır. durum, her iki grupta da kullanılmasıyla açıklanabilir. Çalışma sonuçlarına dayanarak çeşitli öneriler sunulmuştur.

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