Turning crisis into opportunity: Enhancing student-teachers' understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome

Turning crisis into opportunity: Enhancing student-teachers' understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome

• Wong, Siu Ling Faculty of Education, University of Hong Kong
• Hodson, Derek University of Hong Kong
• Kwan, Jenny University of Hong Kong
• Yung, Benny Hin Wai University of Hong Kong

International Journal of Science Education, 30(11), 1417-1439, 2008

Routledge

2008

• M 教師與教師教育
  • MA 教師之專業教育
• G 課程與教學:個別教學範疇
  • GD 科學及科技

Science History Scientific Research Scientific Principles Familiarity Molecular Biology Documentaries Instructional Materials Foreign Countries Scientists Science Education Medical Research Inquiry Teacher Education Information Technology Interviews Public Health Communicable Diseases Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

Interviews with key scientists involved in research on severe acute respiratory syndrome (SARS), together with analysis of media reports and documentaries produced during and after the SARS epidemic, revealed many interesting aspects of nature of science (NOS) and authentic scientific inquiry. This novel insight into practice in the rapidly growing field of molecular biology was used in the development of instructional materials for use in the pre-service and in-service teacher education programme at The University of Hong Kong. The elements of NOS and scientific inquiry identified in the scientific research on SARS were explicitly emphasized in our instructional materials. The contemporary real-life context of SARS was found to be effective in promoting student-teachers' understanding of NOS and scientific inquiry, particularly in terms of: the realization of inseparable links between science and the social, cultural, and political environment; deeper understanding of how science and technology impact on each other; and a richer appreciation of the processes of authentic scientific inquiry and the humanistic character of scientists. The effectiveness is attributed to immediacy, relevance, and familiarity, making the abstract tangible, personal experience of science history, and the powerful affective impact of the interviews with scientists.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690701528808]

• 英文

期刊論文

• 09500693

• 10.1080/09500690701528808

https://bibliography.lib.eduhk.hk/tc/bibs/df9d1144

2010-09-27