The impact of science curricula on student views about the nature of science

1993 ◽  
Vol 30 (5) ◽  
pp. 429-443 ◽  
Author(s):  
Yvonne J. Meichtry
Keyword(s):  
Nature Of Science ◽  
Student Views ◽  
Science Curricula ◽  
The Impact

scholarly journals Impact of Argument-Based Laboratory Method on Scientific Process Skills of Pre-Service Primary School Teachers and Their Views of The Nature of Science

2020 ◽  
Vol 9 (4) ◽  
pp. 75
Author(s):  
Ceren Köseler ◽  
Demet Sahin Kalyon
Keyword(s):  
Primary School ◽  
Nature Of Science ◽  
Laboratory Method ◽  
Control Group ◽  
Process Skills ◽  
Scientific Process ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Impact ◽  
Experimental Group

The present study aimed to determine the impact of argument-based laboratory method on the scientific process skills of pre-service primary school teachers and their views on the nature of science.The study was designed based on the pretest-posttest quasi-experimental method and conducted with 64 sophomore pre-service primary school teachers (37 in the experimental group, 37 in the control group) studying a Primary Education Department. The dependent variables of the studies are the views of the pre-service primary school teachers on the nature of science and their scientific process skills, while the independent variable of the study was argument-based laboratory application The nature of science scale and scientific process skills tests were used as the data collection tools. The Argument Driven Inquiry approach was employed in the experimental group, while a conventional laboratory approach was implemented in the control group. The findings of the study revealed that the argument-based laboratory method have improved the student views on NOS and their scientific process skills.

scholarly journals Exploring the impact of positing entrepreneurship in nature of science: initial science teachers' perspectives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sila Kaya-Capocci ◽  
Orla McCormack ◽  
Sibel Erduran ◽  
Naomi Birdthistle
Keyword(s):  
Nature Of Science ◽  
Science Teachers ◽  
Science Curriculum ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Scientific Development ◽  
Content Type ◽  
Holistic Understanding ◽  
Understanding Of Science ◽  
The Impact

PurposeThe social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs.Design/methodology/approachThe qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA).FindingsThe results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained.Originality/valueAlthough entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE.

The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?

2015 ◽  
Vol 16 (4) ◽  
pp. 786-796 ◽  
Author(s):  
Sevgi Aydin ◽  
Selma Tortumlu
Keyword(s):  
High School ◽  
Nature Of Science ◽  
Scientific Literacy ◽  
High School Chemistry ◽  
9Th Grade ◽  
Chemistry Textbooks ◽  
12Th Grade ◽  
Science Curricula ◽  
The Difference ◽  
Curricular Materials

To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.

Engineering for Chaos

2021 ◽  
Vol 46 (2) ◽  
pp. 25-27
Author(s):  
Steven Fraser ◽  
Dennis Mancl
Keyword(s):  
Science Education ◽  
Computer Science ◽  
High Performance ◽  
Computer Science Education ◽  
The Face ◽  
System Resilience ◽  
Science Curricula ◽  
The Impact ◽  
Education Symposium ◽  
Historical System

The global COVID-19 pandemic has transformed the way we live, learn, and teach - impacting both "how we learn" and "what we learn." Software system resilience has emerged as a critical concept, a departure from historical system objectives obsessed with high performance. In practice, there are many situations when development focused on efficiency, creates a system that is not very resilient. Fortunately, some technology companies have prioritized stability and availability over efficiency in order to deliver to customers a more consistent experience. Governments also value resilience to reliably serve their communities in the face of crises like cyber hacking and COVID-19. System resilience is a topic often neglected in computer science curricula. This paper reports on a recent virtual ACM SPLASH-E Education Symposium panel session held in November 2020 that discussed resilience, efficiency, and the impact of COVID-19 on computer science education. The panel featured Steven Fraser (panel impresario) and panelists Rebecca Mercuri, Landon Noll, Ales Plsek, and Moshe Vardi.

scholarly journals Effect of an activity-based program on the direct and delayed achievement, developing scientific thinking skills, developing scientific attitudes and understanding the nature of science among class teacher students.

2010 ◽  
Vol 4 (1) ◽  
pp. 16
Author(s):  
Talal Al Zubi
Keyword(s):  
Nature Of Science ◽  
Thinking Skills ◽  
Control Group ◽  
Scientific Thinking ◽  
Science Test ◽  
Teacher Students ◽  
The Impact ◽  
Scientific Attitudes ◽  
Experimental Group ◽  
Class Teacher

This study aimed at investigating the impact of using an activity-based program on the direct and delayed achievement, developing scientific thinking skills, developing scientific attitudes and understanding the nature of science among class teacher students. The study sample comprised (101) female students divide into two groups: the experimental group (n=50) and the control group (n=51). Four tools were used: The direct and delayed achievement test, developing scientificthinking skills test, developing scientific attitudes test, and understanding the nature of science test. Results showed that the experimental group (taught by using the activity-based program) outperformed the control group in direct and delayed achievement, developing scientific thinking skills, developing scientific attitudes. There were no significant differences between the two groups in understanding the nature of science.

scholarly journals The democratization of data science education

2017 ◽  
Author(s):  
Sean Kross ◽  
Roger D Peng ◽  
Brian S Caffo ◽  
Ira Gooding ◽  
Jeffrey T Leek
Keyword(s):  
Machine Learning ◽  
Science Education ◽  
Data Analysis ◽  
Data Science ◽  
Online Data ◽  
The Past ◽  
The Us ◽  
Science Curricula ◽  
The Impact ◽  
And Training

Over the last three decades data has become ubiquitous and cheap. This transition has accelerated over the last five years and training in statistics, machine learning, and data analysis have struggled to keep up. In April 2014 we launched a program of nine courses, the Johns Hopkins Data Science Specialization, which has now had more than 4 million enrollments over the past three years. Here the program is described and compared to both standard and more recently developed data science curricula. We show that novel pedagogical and administrative decisions introduced in our program are now standard in online data science programs. The impact of the Data Science Specialization on data science education in the US is also discussed. Finally we conclude with some thoughts about the future of data science education in a data democratized world.

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