The Development of Seventh Graders' Views of Nature of Science

Autor/in	Khishfe, Rola
Titel	The Development of Seventh Graders' Views of Nature of Science
Quelle	In: Journal of Research in Science Teaching, 45 (2008) 4, S.470-496 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20230
Schlagwörter	Intervention; Form Classes (Languages); Scientific Principles; Grade 7; Elementary Secondary Education; Science Education; Student Attitudes; Inquiry; Science Activities; Questionnaires; Interviews; Educational Strategies; Teaching Methods; Feedback (Response) + Suchen Sie Ihr Suchwort? Analytischer Sprachbau; School year 07; 7. Schuljahr; Schuljahr 07; Naturwissenschaftliche Bildung; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry-oriented instructional approach. Participants were 18 seventh-grade students who were taught by a teacher with "appropriate" knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry-oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open-ended questionnaire, in conjunction with semi-structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naive views of the four NOS aspects. During instruction, the students acquired more informed and "intermediary" views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and "intermediary." These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. (Contains 6 tables, 4 figures, and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10