A Look into Students' Retention of Acquired Nature of Science Understandings

Autor/in	Khishfe, Rola
Titel	A Look into Students' Retention of Acquired Nature of Science Understandings
Quelle	In: International Journal of Science Education, 37 (2015) 10, S.1639-1667 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1049241
Schlagwörter	Science Education; Science Process Skills; Scientific Principles; Scientific Literacy; Retention (Psychology); Grade 10; High School Students; Secondary School Science; Private Schools; Foreign Countries; Engineering Education; Genetics; Semi Structured Interviews; Pretests Posttests; Questionnaires; Controversial Issues (Course Content); Student Improvement; Science Achievement + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Merkfähigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Private school; Privatschule; Ausland; Ingenieurausbildung; Humangenetik; Fragebogen; Controversial issues; Kontroverse
Abstract	Having the learning and retention of science content and skills as a goal of scientific literacy, it is significant to study the issue of retention as it relates to teaching and learning about nature of science (NOS). Then, the purpose of this study was to investigate the development of NOS understandings of students, and the retention of these understandings four months after being acquired through explicit reflective instruction in relation to two contexts. Participants were 24 tenth-grade students at a private high school in a city in the Middle East. Explicit NOS instruction was addressed within a six-week unit about genetic engineering. Three NOS aspects were integrated and dispersed across the unit. A questionnaire, together with semi-structured interviews, was administered as pre-, post-, and delayed post-test to assess the retention of participants' NOS understandings. The questionnaire had two open-ended scenarios addressing controversial socioscientific issues about genetically modified food and water fluoridation. Results showed that most students improved their naïve understandings of NOS in relation to the two contexts following the six-week unit with the explicit NOS instruction. However, these newly acquired NOS understandings were not retained by all students four months after instruction. Many of the students reverted back to their earlier naïve understandings. Conclusions about the factors facilitating the process of retention as the orientation to meaningful learning and the prolonged exposure to the domain were discussed in relation to practical implications in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01