Learning the 'Grammar of Science': The Influence of a Physical Science Content Course on K-8 Teachers' Understanding of the Nature of Science and Inquiry
Metadata[+] Show full item record
The “nature of science” (NOS) typically refers to understanding science as a way of knowing or the values and assumptions inherent in the construction of scientific knowledge (Lederman, 1992). Science education in the U.S. has emphasized understanding NOS most recently as a critical component of scientific literacy within national reform documents including Science for All Americans (AAAS, 1990), Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996). Despite these emphases, however, Lederman's (1992) review of the research and studies since (e.g., Akerson, Abd-El-Khalick & Lederman, 2000; Bianchini & Colburn, 2000; Schwartz & Lederman, 2002) reveal that teachers generally do not possess informed views of NOS and inquiry. This study examined efforts to improve practicing K-8 teachers' understandings of NOS in the context of a science content course.
Showing items related by title, author, creator and subject.
Preservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science: influence of elementary science education methods course and science field experience Varma, Tina (University of Missouri--Columbia, 2007)The purpose of this research was to determine from elementary preservice teachers' perspectives their understanding of inquiry-based pedagogy and their confidence to teach science after concurrently completing a traditional ...
Biochemistry and Neuroscience: Why basic science is critical for translational research and the life science industry (AKA Neuroprotective role of hemopexin) Smith, Ann; Doré, Sylvain (2010-03)In the USA, every year more than ~800,000 people experience a stroke and one person has a stroke every 40 seconds on average (source: the American Heart Association). Ischemic stroke accounts for the vast majority of all ...
Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers Abell, Sandra K.; Rogers, Meredith A. Park; Hanuscin, Deborah L.; Lee, Michele H.; Gagnon, Mark J. (Springer Netherlands, 2008-11)Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and ...