Drawing Nature of Science in Pre-Service Science Teacher Education: Epistemic Insight through Visual Representations

Autor/inn/en	Erduran, Sibel; Kaya, Ebru
Titel	Drawing Nature of Science in Pre-Service Science Teacher Education: Epistemic Insight through Visual Representations
Quelle	In: Research in Science Education, 48 (2018) 6, S.1133-1149 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9773-0
Schlagwörter	Freehand Drawing; Scientific Principles; Science Instruction; Teaching Methods; Preservice Teacher Education; Science Teachers; Science Education; Visualization; Elementary School Teachers; Student Attitudes; Visual Stimuli; Thinking Skills + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehramtsstudiengang; Lehrerausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Visualisation; Visualisierung; Elementary school; Grundschule; Volksschule; Schülerverhalten; Denkfähigkeit
Abstract	Developing pre-service science teachers' epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers' understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers' learning, eventually impacting their students' learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers' epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers' are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers' perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01