TEACHING PRACTICES IN SCIENCE EDUCATION RELATED TO CHEMICAL USAGE, THEIR HAZARDS AND RISKS

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

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Rigor and Equity by Design: Locating a Set of Core Teaching Practices for the Science Education Community

Handbook of Research on Teaching ◽

10.3102/978-0-935302-48-6_18 ◽

2016 ◽

pp. 1099-1158 ◽

Cited By ~ 20

Author(s):

Mark Windschitl ◽

Angela Calabrese Barton

Keyword(s):

Science Education ◽

Teaching Practices ◽

Education Community

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Exploring New Zealand year 11 students' understanding of Nature of Science concepts

10.26686/wgtn.17007670.v1 ◽

2021 ◽

Author(s):

◽

Blair Daniel Northcott

Keyword(s):

Science Education ◽

New Zealand ◽

Prior Knowledge ◽

Nature Of Science ◽

Teaching Practices ◽

School Students ◽

Mixed Methods Approach ◽

Knowledge And Beliefs ◽

Core Part ◽

Naive Realist

<p>Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has identified the importance of prior knowledge in science education, there is limited research that investigates students’ prior knowledge and beliefs about NOS. This information is critical in identifying what teachers need to target in order develop informed NOS beliefs amongst students. In this study the NOS beliefs of year 11 secondary school students in New Zealand were explored using a mixed methods approach. Factor analysis of the students’ (N=502) NOS questionnaire responses revealed that students’ conceptions of NOS differed from the constructs identified in the NOS literature. Coding of the purposively selected sample of student interviews (n=22) revealed a naïve realist model of science was common. This model along with the alternative constructs provided insights into students’ NOS conceptions. The findings were used to develop a model that could help teachers’ better identify explicit and implicit teaching practices to help students develop more appropriate NOS models.</p>

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Investigation of Teaching Practices using Smart Technologies and Science Teachers' Opinion on Their Application in Science Education

Journal of The Korean Association For Science Education ◽

10.14697/jkase.2015.35.5.0829 ◽

2015 ◽

Vol 35 (5) ◽

pp. 829-840 ◽

Cited By ~ 3

Author(s):

Chanho Yang ◽

Minjin Jo ◽

Taehee Noh

Keyword(s):

Science Education ◽

Science Teachers ◽

Teaching Practices ◽

Smart Technologies

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Articulations and tensions between General Didactics and Science Education: some analytical perspectives

Praxis Educativa ◽

10.19137/praxiseducativa-2021-250115 ◽

2021 ◽

Vol 25 (1) ◽

pp. 1-21

Author(s):

Sofía Picco ◽

◽

Silvina Cordero ◽

◽

Keyword(s):

Social Justice ◽

Science Education ◽

Teaching Practices ◽

Sociology Of Science ◽

Fluid Exchange ◽

Substantial Impact ◽

Interdisciplinary Work ◽

General Didactics ◽

Different Dimensions ◽

Political Project

The relationships between General Didactics (GD) and content-specific Didactics (CED), in this case, Science Education (SE) have proven to be fertile in theoretical-epistemological terms. But despite the progress in the consolidation of a fluid exchange, there are still controversial dimensions to continue deepening. For this reason, we analyze, from own four perspectives, different dimensions and problems in order to identify and problematize articulations and emerging tensions in debates around GD and SE. The analysis perspectives that we construct are: 1- sociology of science; 2- historical-contextual; 3- investigation and / or intervention; and 4- curricular-institutional. Among other conclusions, we visualize a series of challenges to face, mainly related to the consolidation of a rich and fruitful interdisciplinary work that has a substantial impact on the improvement of teaching practices, from a socio-political project in which values of social justice prevail.

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