Reconceptualised Family Resemblance Approach to Nature of Science in Pre-Service Science Teacher Education

Autor/inn/en	Kaya, Ebru; Erduran, Sibel; Aksoz, Busra; Akgun, Selin
Titel	Reconceptualised Family Resemblance Approach to Nature of Science in Pre-Service Science Teacher Education
Quelle	In: International Journal of Science Education, 41 (2019) 1, S.21-47 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaya, Ebru) ORCID (Erduran, Sibel) ORCID (Akgun, Selin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1529447
Schlagwörter	Scientific Principles; Preservice Teacher Education; Preservice Teachers; Science Instruction; Science Teachers; Scientific Concepts; Concept Formation; Student Attitudes; Beliefs; Workshops; Visual Stimuli + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Concept learning; Begriffsbildung; Schülerverhalten; Belief; Glaube; Lernwerkstatt; Schulung
Abstract	A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators, its empirical adaptations in science education are limited. In order to illustrate the educational adaptations of FRA, we refer to Reconceptualised Family Resemblance Approach to Nature of Science or RFN. We present a study based on a funded pre-service science teacher education project whose aim was to design, implement and evaluate the impact of RFN strategies. Fifteen pre-service teachers participated in a 14-week teacher education intervention that infused RFN. A 70-item questionnaire was designed to investigate the outcomes of the teacher education intervention. Individual interviews with pre-service teachers were also conducted. Quantitative and qualitative data analysis suggest that the teacher education intervention had an overall significant impact on pre-service teachers' views of NOS. The paper contributes to the understanding of how NOS can be incorporated in science teacher education using a new orientation to NOS based on FRA. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01