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Teach Network Science to Teenagers  [PDF]
Heather A. Harrington,Mariano Beguerisse Díaz,M. Puck Rombach,Laura M. Keating,Mason A. Porter
Physics , 2013,
Abstract: We discuss our outreach efforts to introduce school students to network science and explain why networks researchers should be involved in such outreach activities. We provide overviews of modules that we have designed for these efforts, comment on our successes and failures, and illustrate the potentially enormous impact of such outreach efforts.
Using “What if..” questions to teach science  [cached]
Kok Siang TAN
Asia-Pacific Forum on Science Learning and Teaching , 2007,
Abstract: With the widening knowledge base students will need to be more flexible in their learning habits. Traditionally, teaching school science often involves teacher-centred methods like lectures, experimental demonstration or guided inquiry. Plain knowledge dissemination will not adequately prepare students to cope with the changing world. Hence, schools need to train students to be reflective in their learning habits – that is, getting students to be observant, to generate relevant alternatives and to make sense of these ideas. This article discusses a well-documented reflective learning strategy - the use of “what if” questions, to help students extend their learning beyond curricular requirements. Students are introduced to a distillation set up and then asked to pose “what if” questions about it. Their questions and the corresponding peer responses are a wealth of information for teachers to explore how science may be taught differently and with a greater impact on their students’ learning experience.
An instructional design model to teach nature of science  [cached]
Mustafa Serdar K?KSAL
Asia-Pacific Forum on Science Learning and Teaching , 2009,
Abstract: The “explicit-reflective-embedded” approach is an effective way of teaching nature of science (NOS). But, the studies have not provided a clear or explicit definition of the approach in terms of an instructional design framework. The approach has two sides including embedding into content knowledge and purposively teaching the NOS aspects as a cognitive variable. The purpose of this study is to adapt an instructional design model for teaching NOS in the context of university level biology courses. In this study, four-round Delphi study approach was utilized. The results of Dephi study has shown that six experts have critisized requirement of too much time and effort in implementation, have warned about probable problems for novice implementers and lack parts in the design process as the negative opinions while giving systematic frame to teach scientific literacy aspects and appropriateness for biology courses have been provided as the positive opinions. After the corrections on the critics of the experts, adaptation of instructional design model was completed. The model might provide an instructional guide for NOS teaching in universities.
A starting point of learning to teach science topics at the primary level - The Teacher Education Programme  [cached]
CHENG May Hung, May
Asia-Pacific Forum on Science Learning and Teaching , 2001,
Abstract: This paper describes the experience of a group of student-teachers in an initial teacher education programme at the Hong Kong Institute of Education. In preparing the student-teachers to teach science, the programme introduced a module on science teaching that included a discussion of the various approaches to teach science and in particular, teaching science with a constructivist view of learning was discussed. The focus of the study is to look at the development of the student-teachers at three phases: before they took the module on science teaching; after they took the module and after their teaching practice period. The student-teachers were interviewed at the three phases and their views on science teaching; feelings about being a science teacher in school and their own experiences in learning to teach were collected and analysed. Drawing on the findings, the paper concludes with the possible factors that influence the development of the student-teachers as they learn to teach.
A proposal to teach the nature of science (NOS) to science teachers: The ‘structuring theoretical fields’ of NOS  [PDF]
Review of Science, Mathematics and ICT Education , 2007,
Abstract: This article sketches a theoretical framework that I have been devising in order to teach the nature of science (NOS) to pre- and in-service science teachers for all the educational levels (from kindergarten to university). The framework suggests that teachers should learn a set of simple ‘key-ideas’ from NOS. Those key-ideas can be selected and validated through a matrix that has two ‘structuring’ components: 1. a list of the main schools of twentieth-century philosophy of science (called stages); and 2. a list of their main fields of inquiry (called strands). Examples of NOS contents within and across some of the three stages and seven strands that I have identified, together with suitable pedagogies, are presented here under the form of three didactical units.
Critical Reflective Approach to Teach the Nature of Science: A Rationale and Review of Strategies  [PDF]
Serhat ?REZ,Mustafa ?AKIR
Journal of Turkish Science Education , 2006,
Abstract: Today, there is a strong agreement among science educators that science instruction should facilitate the development of an adequate understanding of the nature of science. Despite this agreement, research has showed that science teachers do not possess adequate conceptions about scientific enterprise. Evidence from this research points out that science teachers’ views are generally compartmentalized and lacked consistency; features which are expected given that learners are often not provided with opportunities to reflect on and clarify their views about the nature of science (NOS). Towards this end, this paper aims to present and discuss a rationale for preparing reflectionoriented courses for NOS instruction in science teacher education programs. Further, it reviews various approaches and strategies used or offered by research in order to stimulate critical reflective thinking among prospective science teachers about their personal theories on the NOS. The approaches reviewed here include co-operative controversy strategy, action research and inquiry teaching, journal writing, the use of metaphors and proverbs, and critical incidents.
The selection of content to teach nature of science and technology (part 1): A review of the contributions of science education research  [cached]
Vázquez–Alonso, ángel,Manassero–Mas, María Antonia
Revista Eureka sobre Ense?anza y Divulgación de las Ciencias , 2012,
Abstract: This paper reviews the contents for teaching the so called "nature of science” (and technology) from the various inputs of science education research on these issues. The vision presented here is related to and dependent on many modern concepts such as the status of deep interaction between science and technology in the current scientific activity (techno-science), which translates into a vision of science education which integrates technology; the scientific and technological literacy for all motto, as a general guide to train the students’ scientific competence; and the nature of science (and technology) as an innovative component of literacy for all. The review presents the various proposals of basic content for teaching nature of science (and technology) that are usually handled in the literature, in order to illuminate the choice of curriculum contents and better contextualize the Spanish science curriculum proposals (which will be addressed in a forthcoming paper). The goal is to help teachers to clarify the contents to be taught and make sense of the new content in Spanish science curricula on these complex issues.
Teaching Galileo? Get to know Riccioli! -- What a forgotten Italian astronomer can teach students about how science works  [PDF]
Christopher M. Graney
Physics , 2011, DOI: 10.1119/1.3670077
Abstract: What can physics students learn about science from those scientists who got the answers wrong? Students encounter little science history, and what they have encountered typically portrays scientists as The People with the Right Answers. But those who got the wrong answers can teach students that in science answers are often elusive -- not found in the back of a book or discovered in a bold stroke of genius. Giovanni Battista Riccioli, a 17th-century astronomer who argued that science supported a geocentric universe, and whose arguments made sense given the knowledge of the time -- is an example of such a person.
The selection of content to teach nature of science and technology (part 2): A review from science curriculum and the PISA competence  [cached]
Vázquez–Alonso, ángel,Manassero–Mas, María Antonia
Revista Eureka sobre Ense?anza y Divulgación de las Ciencias , 2012,
Abstract: his study reviews school science curricula (with especial emphasis in the Spanish curriculum) and PISA scientific competence as sources of learning contents for the "nature of science" (and technology). This paper is the continuation of the first part that presented the investigation consensuses, which are deemed the crosscurricular guidelines. The paper aims to propose a framework that illuminates, contextualizes and clarifies the overall meaning of teaching the nature of science in light of the current Spanish science curricula. First, the specific contributions of some foreign curricula to formulate the consensual contents are displayed. Second, the perspectives and contributions of the scientific literacy competence from PISA framework and from the Spanish “knowledge and interaction with the physical world” competence are presented. Third, the nature of science (and technology) contents of the Spanish secondary and high school curricula are identified, and their design, organization and meaning are discussed within the Spanish curricula context. Finally, the strengths and weaknesses of the curriculum and the difficulties for teaching these innovative issues on nature of science (and technology) are discussed, as a mean to motivate, raise awareness and help teachers to overcome them.
Rethinking the science-policy nexus: from knowledge utilization and science technology studies to types of boundary arrangements
Robert Hoppe
Poiesis & Praxis , 2005, DOI: 10.1007/s10202-005-0074-0
Abstract: La relation entre le jugement politique et l’expertise à fondement scientifique est problématique. Dans les médias, trois clichés se disputent la première place. Même si les apparences indiquent le contraire, le langage du monde politique montre que ce dernier tient les rênes et que les experts doivent répondre à l’appel. Le message diffusé par les scientifiques consiste à dire qu’ils sont des érudits certes sans pouvoir mais ingénieux, qui se contentent de dire la vérité aux puissants . Mais ceci laisse assez de place à une interprétation plus cynique, suivant laquelle les conseillers scientifiques poursuivent leurs propres intérêts, à moins que d’autres intérêts ne les rémunèrent mieux; et les hommes politiques ne leur demandent leur avis que pour étayer et légitimer les décisions politiques qu’ils ont déjà prises. La politique et la science perdent de leur crédibilité à mesure que cette vision cynique gagne du terrain. Si nous pensons que ces trois clichés cachent une réalité plus complexe, il nous faudra chercher d’autres modèles, meilleurs si possible, pour la connexion entre science et politique. Tel est exactement l’objectif de cet article. Il affirme qu’une transgression mutuelle des filières d’utilisation du savoir dans la recherche en sciences politiques et l’étude de la science, de la technologie et de la socièté nous fournira un tableau plus complexe des rapports en présence sur les lignes de démarcation entre science et politique. Il présente huit modèles sur la base des distinctions bien connues d’Habermas et de l’approche historico-institutionnelle de Wittrock sur la construction d’un espace de propriété. Nous devrions rechercher les conditions dans lesquelles certains de ces modèles peuvent se targuer d’être très vraisemblables. Ceci nous permettrait de repenser le r le de l’expertise scientifique dans la production politique et de créer un modèle capable de guider les experts et les politiques (et peut-être aussi d’autres intéressés) dans leur travail quotidien aux frontières de ces deux domaines.
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