Using history to promote understanding of nature of science in science teachers

Using history to promote understanding of nature of science in science teachers

• Yip, Din Yan Dept. of Curriculum and Instruction, Faculty of Education, Chinese University of Hong Kong

Teaching Education, 17(2), 157-166, 2006

Routledge

2006

• 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

Scientific Principles Foreign Countries Science Teachers Teaching Methods Scientific Concepts Pretests Posttests Science Process Skills Intellectual History Curriculum Enrichment Interdisciplinary Approach Vignettes Scientific Attitudes Teacher Attitudes Science Education Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

According to the aims of the current junior science curriculum for Hong Kong, students are expected to master inquiry skills for problem?solving, understand the nature of scientific knowledge, and appreciate the limitations of science. These aims are, however, difficult to achieve because available science textbooks focus mainly on the transmission of scientific facts and concepts and most science teachers do not have a good understanding of the nature of science. In order to improve this situation, the Integrated Science course of the Postgraduate Diploma in Education Program of the Faculty of Education, the Chinese University of Hong Kong, has in recent years incorporated a unit that aims at facilitating teachers to construct understanding of the nature of science. This article reports a small-scale study of the effect of this unit on a group of in?service science teachers. The unit consists of a number of historical vignettes that illustrate the process of development of scientific ideas, through which teachers were guided to construct the key steps of the scientific methods and appreciate the nature of scientific knowledge. A pre-test was administered to the subjects to identify their alternative conceptions on the nature of science. Comparison of the scores of the pre?test and post?test indicates that the subjects were found to demonstrate substantial improvement in their understanding of the nature of science after intervention, but some alternative conceptions were still persistent in most subjects. Implications were made for ways to integrate the historical approach into science teaching in schools.
[Copyright of Teaching Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10476210600680382]

• 英文

期刊論文

• 10476210

• 10.1080/10476210600680382

https://bibliography.lib.eduhk.hk/tc/bibs/ea23a74c

2010-09-27