Using the History of Plate Tectonics to Teach the Nature of Science

Autor/inn/en	Nyarko, Samuel Cornelius; Rudge, David Wyss
Titel	Using the History of Plate Tectonics to Teach the Nature of Science
Quelle	In: International Journal of Science Education, 44 (2022) 12, S.1958-1977 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nyarko, Samuel Cornelius) ORCID (Rudge, David Wyss)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2105977
Schlagwörter	History; Science Instruction; Teaching Methods; Plate Tectonics; Scientific Principles; Community Colleges; Two Year College Students; Undergraduate Students; Scientific Concepts; Concept Formation; Learning Processes; Geology; Units of Study; Intervention; Science and Society; Ethics; Community Involvement + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Plattentektonik; Community college; Community College; Concept learning; Begriffsbildung; Learning process; Lernprozess; Historische Geologie; Lerneinheit; Ethik
Abstract	Current science education efforts emphasise the need to train students to understand the nature of scientific work. In geosciences, training students to understand how science works does not only promote their interest and community engagement in the field, but also has the potential to promote awareness and ethics. However, instructional activities using an explicit and reflective approach to promote students' learning of the nature of science concepts remain scant. In this paper, a two-class unit intervention using an explicit reflective approach to the teaching of nature of science was used in an undergraduate lesson on the history of plate tectonics. We measured the influence of the lesson on students' nature of science knowledge using the Student Understanding of Science and Scientific Inquiry instrument. We collected parallel quantitative and qualitative pre- and post-intervention data from 37 community college students involved in a physical geology course. Quantitative and qualitative data analysis indicated that students' nature of science knowledge related to the tentativeness of scientific theories and the role of society and culture in science improved after the intervention unit. Results imply that geoscience educators should consider using explicit and reflective approaches when using the history of science to teach about the 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	2024/1/01