An online laboratory applications course for the development of scientific practices and scientific method
Bibliographic Data
| ID | 21589883 |
|---|---|
| Authors | Deniz Sarıbaş (0000-0002-4839-7858, Elementary Education Department, Istanbul Aydin University, İstanbul, Turkey, corresponding author) |
| Year | 2023 |
| Volume | 45 |
| Issue | 16 |
| Pages | 1340-1367 |
| Publication date | 2023-11-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2205550 |
| OpenAlex | W4367308966 |
| Language | EN |
| References cited | 47 |
The reform documents point out the necessity of teaching the plurality of scientific method (SM) when scientists engage in scientific practices (SPs). The dramatic change in education due to Covid-19 pandemic necessitates examining the outcomes of online education, especially laboratory applications courses, which the students and educators used to face-to-face instruction by using real-life equipment and materials in the laboratory. The current study investigated pre-service science teachers’ (PSSTs’) understanding of SPs and SM as well as their incorporation of these elements into their teaching before and after an online course. Pre- and post-reflections of SPs and SM were used to explore their understanding, while video-recordings and laboratory teaching reports of their simulated teaching were utilised to analyse their incorporation of these elements into their own instruction. The analysis of data indicated a significant increase in PSSTs’ understanding and incorporation of SPs and SM as well as manipulative and non-manipulative investigations, non-algorithmic rationality, and different ways of gathering evidence. However, online implementation of laboratory applications course did not seem to have had an impact on their understanding of plurality of scientific methods and descriptive or experimental methods in science. Concluding remarks are made for further implications of laboratory applications course after pandemic
Mathematics education · Online Teaching · Science education · Teaching method · Computer Science · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Science Education and Pedagogy
Reconceptualizing the Nature of Science for Science Education
Two Views About Explicitly Teaching Nature of Science
Reconceptualizing the Nature of Science for Science Education
Educational Implications of Choosing “Practice” to Describe Science in the Next Generation Science Standards
The laboratory in science education
New Directions for Nature of Science Research
Views of nature of science questionnaire
Online Delivery of Teaching and Laboratory Practices
A primer for transitioning to online science labs
Insights on identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science
Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories
The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods
Features and trends of teaching strategies for scientific practices from a review of 2008–2017 articles
Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools
Exploring Pre-service Science Teachers’ Understanding of Scientific Inquiry and Scientific Practices Through a Laboratory Course
Science Education in the Era of a Pandemic
From Inquiry-Based Science Education to the Approach Based on Scientific Practices
Action research in a teacher education program
High school students' situational engagement associated with scientific practices in designed science learning situations
Constructing Scientific Knowledge in the Classroom
Tangled up in views
Teaching Scientific Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |