A Comparison of Two Approaches to Developing In-Service Teachers' Knowledge and Strategies for Teaching Nature of Science

Autor/inn/en	Vhurumuku, Elaosi; Chikochi, Andrew
Titel	A Comparison of Two Approaches to Developing In-Service Teachers' Knowledge and Strategies for Teaching Nature of Science
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 1, S.97-106 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1297603
Schlagwörter	Scientific Principles; Teaching Methods; Teacher Competencies; Pedagogical Content Knowledge; Quasiexperimental Design; Science History; Scientific Literacy; Philosophy; Sociology; Heuristics; Scientific Concepts; Statistical Analysis; Qualitative Research; Likert Scales; Questionnaires; Instructional Effectiveness; Foreign Countries; Teacher Education; Physical Sciences; Secondary School Science; Semi Structured Interviews; Intervention; South Africa + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrkunst; Pädagogische Kompetenz; History of science; Wissenschaftsgeschichte; Philosophie; Soziologie; Heuristik; Statistische Analyse; Qualitative Forschung; Likert-Skala; Fragebogen; Unterrichtserfolg; Ausland; Lehrerausbildung; Lehrerbildung; Natural sciences; Naturwissenschaften; Naturwissenschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports the results of a study that compared two approaches to developing in-service teachers' subject matter knowledge and strategies for teaching nature of science. A treatment post-test only quasi-experimental research design was used. One group of in-service teachers (n = 15) was taught using what is called a capsular approach. In this approach in-service teachers were first taught elements of the history, the philosophy, the sociology of science and scientific literacy and then introduced to strategies for teaching nature of science. Another cohort of in-service teachers (n = 11) was taught using what is called a heuristic approach. In this approach, in-service teachers were not taught about the history of science, the philosophy of science, the sociology of science and scientific literacy, but only about the basic tenets of nature of science and strategies for teaching nature of science. Quantitative and qualitative data from the post-treatment was gathered through a Likert questionnaire, semi-structured interviews and analysis of lesson plans. Statistical, typographical and interpretive comparative analysis of this data reveals that the capsular approach was more effective compared with the heuristic approach. Recommendations are made for explicitly developing teachers' pedagogical content knowledge for nature of science. (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