Students' and teachers' conceptions of the nature of science: A review of the research
Tóm tắt
The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
Từ khóa
Tài liệu tham khảo
Aikenhead G., 1972, The measurement of knowledge about science and scientists: An investigation into the development of instruments for formative evaluation, Dissertations Abstracts International, 33, 6590A
Aikenhead G., 1979, Science: A way of knowing, The Science Teacher, 46, 23
American Association for the Advancement of Science, 1989, Project 2061: Science for all Americans
Biological Sciences Curriculum Study., 1962, Processes of science test
Brophy J. E., 1986, Handbook of research on teaching, 328
Carey R. L. &Stauss N. G.(1970a).An analysis of the relationship between prospective science teachers' understanding of the nature of science and certain academic variables.Georgia Academy of Science 148–158.
Central Association of Science and Mathematics Teachers., 1907, A consideration of the principles that should determine the courses in biology in the secondary schools, School Science and Mathematics, 7, 241
Eisner E. W., 1991, The enlightened eye
Feyerabend D., 1975, Against method
Gennaro E. O., 1964, A comparative study of two methods of teaching high school biology—BSCS Yellow Version and laboratory blocks with collateral reading, Dissertations Abstracts International, 25, 3996
Gould S. J., 1977, Punctuated equilibria: The tempo and mode of evolution reconsidered, Paleobiology, 3, 115, 10.1017/S0094837300005224
Hazen R. M., 1991, Science matters
Hempel C. C., 1966, Philosophy of natural science
Herron J. D., 1977, Implicit curriculum—Where values are really taught, The Science Teacher, 44, 30
Horner J., 1978, The myth of absolute truth, The Science Teacher, 45, 29
Horner J., 1979, The laws are mature theories fable, The Science Teacher, 45, 31
Hukins A.(1963).A factorial investigation of measures of achievement of objectives in science teaching. Unpublished doctoral thesis University of Alberta Edmonton.
Hurd P. D., 1960, Biological education in American secondary schools, 1890–1960
Hurd P. D., 1969, New directions in teaching secondary school science
Johnson‐Laird P. N., 1972, Psychology of reasoning
Jones K. M., 1965, The attainment of understandings about the scientific enterprise, scientists, and the aims and methods of science by students in a college physical science course, Journal of Research in Science Teaching, 3, 47, 10.1002/tea.3660060110
Kimball M. E., 1968, Understanding the nature of science: A comparison of scientists and science teachers, Journal of Research in Science Teaching, 2, 3
Klopfer L., 1961, Test on understanding science, Form W
Korth W.(1969).Test every senior project: Understanding the social aspects of science. Paper presented at the 42nd Annual Meeting of the National Association for Research in Science Teaching.
Kuhn T. S., 1962, The structure of scientific revolutions
Laudan L., 1977, Progress and its problems
Lederman N. G., 1983, Delineating classroom variables related to students' conception of the nature of science, Dissertation Abstracts International, 45, 483A
Levins R., 1985, The dialectical biologist
Mayr E., 1988, Toward a new philosophy of biology: Observations of an evolutionist
Miller P. E., 1963, A comparison of the abilities of secondary teachers and students of biology to understand science, Iowa Academy of Science, 70, 510
Munby H., 1983, An investigation into the measurement of attitudes in science education
National Science Teachers Association., 1962, The NSTA position on curriculum development in science, The Science Teacher, 29, 32
National Science Teachers Association., 1982, Science‐technology‐society: Science education of the 1980's
National Society for the Study of Education., 1960, Rethinking science education
Ramsey G., 1969, An analysis of research on instructional procedures in secondary school science, The Science Teacher, 36, 62
Rubba P. A., 1977, The development, field testing and validation of an instrument to assess secondary school students' understanding of the nature of scientific knowledge, Dissertations Abstracts International, 38, 5378A
Rutherford F. J., 1990, Science for all Americans
Saunders H. N., 1955, The teaching of general science in tropical secondary schools
Schwab J. J., 1978, Science, curriculum and liberal education
Sorensen L. L., 1966, Change in critical thinking between students in laboratory‐centered and lecture‐demonstration‐centered patterns of instruction in high school biology, Dissertation Abstracts International, 26, 6567A
Stallings J., 1982, What research ways to the science teacher, 7
State Education Department., 1982, Regents biology syllabus
Troxel V. A., 1968, Analysis of instructional outcomes of students involved with three sources in high school chemistry
Welch W. W., 1967, Science process inventory
Welch W. W., 1979, Review of research in education, 282