Student Conceptions Of The Nature Of Science
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Student Conceptions Of The Nature Of Science
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Author : Amanda L. Talbot
language : en
Publisher:
Release Date : 2010
Student Conceptions Of The Nature Of Science written by Amanda L. Talbot and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with High school students categories.
Research has shown that students from elementary school to college have major misconceptions about the nature of science. While an appropriate understanding of the nature of science has been an objective of science education for a century, researchers using a variety of instruments, continue to document students' inadequate conceptions of what science is and how it operates as an enterprise. Current research involves methods to improve student understanding of the nature of science. Students often misunderstand the creative, subjective, empirical, and tentative nature of science. They do not realize the relationship between laws and theories, nor do they understand that science does not follow a prescribed method. Many do not appreciate the influence culture, society, and politics; nor do they have an accurate understanding of the types of questions addressed by science. This study looks at student understanding of key nature of science (NOS) concepts in order to examine the impact of implementing activities intended to help students better understand the process of science and to see if discussion of key NOS concepts following those activities will result in greater gains in NOS understanding. One class received an "activities only" treatment, while the other participated in the same activities followed by explicit discussion of key NOS themes relating to the activity. The interventions were implemented for one school year in two high school anatomy and physiology courses composed of juniors and seniors. Student views of the nature of science were measured using the Views of the Nature of Science - Form C (VNOS-C). Students in both classes demonstrated significant gains in NOS understanding. However, contrary to current research, the addition of explicit discussion did not result in significantly greater gains in NOS understanding. This suggests that perhaps students in higher-level science classes can draw the correlations between NOS related activities and important aspects of "real" science. Or perhaps that a curriculum with a varied approach my expose students to more aspects of science thus improving their NOS understanding.
Examining Student Conceptions Of The Nature Of Science From Two Project Based Classrooms
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Author : David M. Moss
language : en
Publisher:
Release Date : 1998
Examining Student Conceptions Of The Nature Of Science From Two Project Based Classrooms written by David M. Moss and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1998 with categories.
The Interrelationships Among Students Conceptions Of The Nature Of Scientific Knowledge Inductive Reasoning And Achievement In Science
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Author : John Allen Duffett
language : en
Publisher:
Release Date : 1992
The Interrelationships Among Students Conceptions Of The Nature Of Scientific Knowledge Inductive Reasoning And Achievement In Science written by John Allen Duffett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1992 with High school students categories.
Science Education
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Author : Keith S. Taber
language : en
Publisher:
Release Date : 2016-11-11
Science Education written by Keith S. Taber and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-11-11 with Education categories.
This book comprises a wide range of scholarly essays introducing readers to key topics and issues in science education. Science education has become a well established field in its own right, with a vast literature, and many active areas of scholarship. Science Education: An International Course Companion offers an entry point for students seeking a sound but introductory understanding of the key perspectives and areas of thinking in science education. Each account is self-contained and offers a scholarly and research-informed introduction to a particular topic, theme, or perspective, with both citations to key literature and recommendations for more advanced reading. Science Education: An International Course Companion allows readers (such as those preparing for school science teaching, or seeking more advanced specialist qualifications) to obtain a broad familiarity with key issues across the field as well as guiding wider reading about particular topics of interest. The book therefore acts as a reader to support learning across courses in science education internationally. The broad coverage of topics is such that that the book will support students following a diverse range of courses and qualifications. The comprehensive nature of the book will allow course leaders and departments to nominate the book as the key reader to support students - their core 'course companion' in science education.
Student Thinking And Learning In Science
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Author : Keith S. Taber
language : en
Publisher: Routledge
Release Date : 2014-04-11
Student Thinking And Learning In Science written by Keith S. Taber and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-04-11 with Education categories.
This readable and informative survey of key ideas about students’ thinking in science builds a bridge between theory and practice by offering clear accounts from research, and showing how they relate to actual examples of students talking about widely taught science topics. Focused on secondary students and drawing on perspectives found in the international research literature, the goal is not to offer a comprehensive account of the vast literature, but rather to provide an overview of the current state of the field suitable for those who need an understanding of core thinking about learners’ ideas in science, including science education students in teacher preparation and higher degree programs, and classroom teachers, especially those working with middle school, high school, or college level students. Such understanding can inform and enrich science teaching in ways which are more satisfying for teachers, less confusing and frustrating for learners, and so ultimately can lead to both greater scientific literacy and more positive attitudes to science.
Delineating Classroom Variables Related To Students Conceptions Of The Nature Of Science
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Author : Norman George Lederman
language : en
Publisher:
Release Date : 1983
Delineating Classroom Variables Related To Students Conceptions Of The Nature Of Science written by Norman George Lederman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1983 with Science categories.
Changing High School Students Conceptions Of The Nature Of Science The Partnership For Research And Education In Plants Prep
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Author : Eric Dwayne Brooks
language : en
Publisher:
Release Date : 2011
Changing High School Students Conceptions Of The Nature Of Science The Partnership For Research And Education In Plants Prep written by Eric Dwayne Brooks and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This study investigated whether participation in the Partnership for Research and Education in Plants (PREP), a long-term authentic plant research project, in conjunction with explicit verses implicit instruction can change high school students' conceptions of the nature of science (NOS). The participants included a total of 134 students comprised of three groups from 10 total classes over the course of two academic years. Participants in four classes (two each year) participated in PREP and received explicit instruction on NOS. Participants in four other classes (two each year) participated in PREP and received implicit only instruction on NOS. Additionally, two classes (one each year) of high-achieving freshmen participated in PREP and received explicit instruction on NOS. This third group was used as a comparative group to the other two groups, due to their high achievement in middle school math and science. The treatment for all three groups spanned 8 weeks and included participation in an authentic plant research project. An open-ended questionnaire (modified Views of Nature of Science - VNOS), in conjunction with semi-structured interviews, was used to assess students' conceptions before and after the intervention. Results showed that all three groups improved their conceptions of NOS equally. The high-achieving group began with significantly higher-scoring views prior to the completion of the intervention, and improved to the same degree as the other two groups. A comparison of the explicit group to the implicit only group showed that there was no significant difference in their improvement, as both groups improved equally. Implications for the teaching and learning of NOS are discussed.
Improving Teachers And Students Nature Of Science Conceptions
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Author : Isha Decoito
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2010-06
Improving Teachers And Students Nature Of Science Conceptions written by Isha Decoito and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-06 with categories.
The nature of science (NOS) and its role in science education is complex, as is the goal of helping teachers and students attain a desired understanding of NOS. NOS issues could be tackled through writing in science and has implications for the kinds of writing tasks assigned in science. Research is warranted on these writing tasks and their effectiveness in promoting more desired views of NOS. This book is unique since it reports on teachers' and students' NOS views and the links between their views and diversified writing tasks in science, an area that lacks attention as a means for teaching about NOS. Different genres of scientific writing are seen as effective means of doing science and informing students about NOS, and the complexity of relationships between students' views of NOS and writing in science is highlighted. The analysis should be beneficial in developing and implementing diversified writing activities that have the potential to realistically portray science to students, and should be especially useful to professionals in curriculum development, instruction, and student learning in science.
Children S Ideas In Science
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Author : Driver, Rosalind
language : en
Publisher: McGraw-Hill Education (UK)
Release Date : 1985-06-01
Children S Ideas In Science written by Driver, Rosalind and has been published by McGraw-Hill Education (UK) this book supported file pdf, txt, epub, kindle and other format this book has been release on 1985-06-01 with Education categories.
This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity, they are to study even when they have received no prior systematic instruction. It also examines how students' conceptions change and develop with teaching.
The Influence Of History Of Science Courses On Students Conceptions Of The Nature Of Science
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Author : Fouad S. Abd-El-Khalick
language : en
Publisher:
Release Date : 2000
The Influence Of History Of Science Courses On Students Conceptions Of The Nature Of Science written by Fouad S. Abd-El-Khalick and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with Science categories.