Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
Bibliographic Data
| ID | 12944192 |
|---|---|
| Authors | Άννα Κουμαρά (0000-0003-4061-2004, University of Ioannina, corresponding author), Katerina Plakitsi (0000-0002-8340-1322, ISCA Technologies (United States)) |
| Year | 2020 |
| Volume | 16 |
| Issue | 2 |
| Pages | 61-68 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cultural-Historical Psychology (JOURNAL) |
| Journal identifiers | ISSN: 1816-5435 • E-ISSN: 2224-8935 |
| Publisher | Moscow State University of Psychology and Education (PUBLISHER • RU) |
| DOI | 10.17759/chp.2020160208 |
| OpenAlex | W3047861658 |
| Language | EN |
| Citations received | 2 |
| References cited | 33 |
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful
Expansive · Lesson plan · Mathematics education · Pedagogy · Phase (matter · Plan (archaeology · Point (geometry · Science education · Test (biology · Chemistry · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Mathematics · Psychology · Science Education and Pedagogy
Learning by Expanding
Reconceptualizing the Nature of Science for Science Education
Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Reconceptualizing the Nature of Science for Science Education
“Vygotsky’s Neglected Legacy”
Changing the Focus
What Do Students Gain by Engaging in Socioscientific Inquiry?
Complementary Approaches to Teaching Nature of Science
Improving science teachers' conceptions of nature of science
Studies of expansive learning
Views of nature of science questionnaire
Expansive Learning at Work
Acting with technology
Evaluating knowledge of the nature of (whole) science
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2024 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |