Assessing Teachers’ Competencies in Identifying Aspects of Nature of Science in Educational Critical Scenarios
| Autor: | Nihal Dogan, Yalcin Yalaki, Eda Erdas-Kartal, Cigdem Han-Tosunoglu, Gultekin Cakmakci, Serhat Irez |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
competencies
Science instruction science teacher Science 05 social sciences socioscientific issues 050301 education Nature of Science General Medicine Science teachers Theory and practice of education in-service teacher education Mathematics education 0501 psychology and cognitive sciences Faculty development Psychology 0503 education Curriculum Competence (human resources) nature of science LB5-3640 050104 developmental & child psychology |
| Zdroj: | Science Education International, Vol 29, Iss 4, Pp 274-283 (2018) |
| ISSN: | 2077-2327 |
| Popis: | Many scholars and science curricula from around the world describe socioscientific issues (SSIs) as meaningful contexts for teaching about the nature of science (NOS). These calls are guided by the assumption that science teachers are able to identify relevant aspects of the NOS in a given SSI and to decide how to utilize these for NOS instruction. To this end, this study aimed to assess a group of science teachers’ competencies in identifying aspects of the NOS in various educational critical scenarios (ECS) featuring different SSI. 15 science teachers’ understandings of the NOS were assessed through interviews and their competence in identifying aspects of the NOS in given ECSs was addressed through an open-ended questionnaire. The results indicated that, although all of the participants had informed views regarding the majority of the aspects of the NOS, the majority of them failed to transfer this knowledge and could not exhibit similar competence in identifying some aspects of NOS in ECSs. This implies that having an informed understanding of the NOS does not guarantee effective translation of this understanding into the classrooms. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|