Transfer of Nature of Science Understandings into Similar Contexts: Promises and Possibilities of an Explicit Reflective Approach

Autor/in	Khishfe, Rola
Titel	Transfer of Nature of Science Understandings into Similar Contexts: Promises and Possibilities of an Explicit Reflective Approach
Quelle	In: International Journal of Science Education, 35 (2013) 17, S.2928-2953 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2012.672774
Schlagwörter	Foreign Countries; Scientific Principles; Transfer of Training; High School Students; Grade 10; Private Schools; Science Instruction; Secondary School Science; Instructional Effectiveness; Controversial Issues (Course Content); Science and Society; Direct Instruction; Genetics; Engineering; Questionnaires; Semi Structured Interviews; Vignettes; Observation; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Training; Transfer; Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Private school; Privatschule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Controversial issues; Kontroverse; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Humangenetik; Maschinenbau; Fragebogen; Beobachtung; Libanon
Abstract	The purpose of this study was to (a) investigate the effectiveness of explicit nature of science (NOS) instruction in the context of controversial socioscientific issues and (b) explore whether the transfer of acquired NOS understandings, which were explicitly taught in the context of one socioscientific context, into other similar contexts (familiar and unfamiliar) was possible. Participants were 10th grade students in two intact sections at one high school. The treatment involved teaching a six-week unit about genetic engineering. For one group (non-NOS group), there was no explicit instruction about NOS. For the other group (NOS group), explicit instruction about three NOS aspects (subjective, empirical, and tentative) was dispersed across the genetic engineering unit. A questionnaire including two open-ended scenarios, in conjunction with semi-structured interviews, was used to assess the change in participants' understandings of NOS and their ability to transfer their acquired understandings into similar contexts. The first scenario involved a familiar context about genetically modified food and the second one focused on an unfamiliar context about water fluoridation. Results showed no improvement in NOS understandings of participants in the non-NOS group in relation to the familiar and unfamiliar contexts. On the other hand, there was a general improvement in the NOS understandings of participants in the NOS group in relation to both the familiar and unfamiliar contexts. Implications about the transfer of participants' acquired NOS understandings on the basis of the distance between the context of learning and that of application are highlighted and discussed in link with the classroom learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10