Improving science teachers' conceptions of nature of science
A critical review of the literature
Bibliographic Data
| ID | 23323641 |
|---|---|
| Authors | Fouad Abd‐el‐khalick (0000-0002-0813-0374, American University of Beirut), Fouad Abd-El-Khalick, Norman G Lederman (0000-0003-0957-3887, Oregon State University) |
| Year | 2000 |
| Volume | 22 |
| Issue | 7 |
| Pages | 665-701 |
| Publication date | 2000-07-01 |
| 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 | 10.1080/09500690050044044 |
| OpenAlex | W2168608396 |
| Language | EN |
| Citations received | 155 |
| References cited | 93 |
This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitive', learning outcome. The second ensuing assumption is that learners would necessarily develop understandings of NOS as a by-product of engaging in science-realated activities. However, despite the relative 'effectiveness' of the explicit approach, much is still required in terms of fostering among science teachers 'desired' understandings of NOS. The paper emphasizes that explicitness and reflectivness should be given prominence in any future attempts aimed at improving teachers' concepts of NOS.
Mathematics education · Nature of Science · Process (computing) · Science education · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Abordagem histórico-experimental da eletricidade e eletromagnetismo em aulas de Química no Ensino Médio
Goals for teaching the history of linguistics
A história e filosofia da ciência na educação básica brasileira
Tornar-se fisiologista vegetal
Examining the Scientific Argumentation Implemented Through a Social Constructivism-Based Curriculum Designed for Primary Science Education in a Confucian Heritage Culture
Representações sociais de ciência e gênero no ensino de Ciências
Entre a história e a pós-verdade
Why we should prioritize learning about science
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
De qué ciencia hablan nuestros materiales de divulgación
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Epistemological Conceptions of University Teachers and Students of Science
Science Education
Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics
Understanding students' practical epistemologies and their influence on learning through inquiry
Global Patterns in Students’ Views of Science and Interest in Science
Learners’ Responses to the Demands of Conceptual Change
Reconceptualizing the Nature of Science for Science Education
Student conceptualizations of the nature of science in response to a socioscientific issue
Students' views of the nature of science
Changing the Focus
Developing views of nature of science in an authentic context
Learning Science, Learning about Science, Doing Science
Informal reasoning regarding socioscientific issues
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Explanation‐driven inquiry
Conceptual and Epistemic Aspects of Students' Scientific Explanations
New Directions for Nature of Science Research
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
Representations of nature of science in high school chemistry textbooks over the past four decades
Views of nature of science questionnaire
Inquiry-Based Instruction and Teaching About Nature of Science
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
O ensino de história da química
Validity Evidence for an NOS-PCK Instrument
A Guy With Messed Up Hair and a Lab Coat
Explicating explicit reflection in nature of science education
Historical Perspectives of Science and Technology Education
Development of STEM Instructional Resources for Teaching Optics to Teachers-in-Training
Science Beyond School
Designed-to-Fail
Developing Scientific Thinking Through Iterative and Complete Inquiry Cycles
Strengthening novice diagnostic problem solving through explicit metacognitive scaffolding in emergency medicine education
What do elementary students know about science, scientists and how they do their work
Nature of Science and Argumentation Instruction in socioscientific and scientific contexts
A missing piece in high school science education
Indicators of high-quality PCK & implications for twenty-first-century science education
Defining knowledge domains for science teacher educators
The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods
Early years education teachers’ perceptions of nature of science
Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention
The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom
An analysis of the nature of science represented in Chinese middle school chemistry textbooks
Comparison of nature of science representations in five Chinese high school physics textbooks
Advancing students’ NOS understanding
Retention of acquired argumentation skills and nature of science conceptions
Improving argumentation by teaching philosophy of science with critical questions in Chinese senior high school
Humanising the nature of science
Exploring the representation of the nature of science across disciplines
Saudi Arabian secondary students’ views of the nature of science within Islamic context
Ideological awareness in practice
Teachers' Conceptions About Science and Pseudoscience
Astronomy and Culture
Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education
Investigating Student Nature of Science Views as Reflections of Authentic Science
Is There a Limit to Resemblances
Pre-service Chemistry Teachers’ Views about the Tentative and Durable Nature of Scientific Knowledge
Students’ Views of Nature of Science
The Influence of Real-Context Scientific Activities on Preservice Elementary Teachers’ Thinking and Practice of Nature of Science and Scientific Inquiry
Presence and Absence of Social-Institutional Dimensions of Science in Secondary Education
Investigating Elementary Teachers’ Views, Implementation, and Longitudinal Enactment of Nature of Science Instruction
Investigating Science Teachers’ Nature of Science Conceptions and Argumentation in a Science Methods Course
Toward Understanding Science as a Whole
Portrayals of Scientists in Science Textbooks of Secondary Schools in Iran
Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
Nature of Science in Science Educational Videos
Turning the Plurality of Chemistry into a Resource for Learning
Philosophical Dialogues About Nature of Science
A Model for Teaching About the Nature of Science in the Context of Biological Education
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
Examining Teaching Emphases of History of Science in Award-Winning Science Lesson Plans in Macao
Innovative Evaluation of Pre-Service Science Teachers’ Nature of Science-Based Activity Practices and Their Integration with Science Subjects
Chinese Grades 1–9 Students’ Views of the Nature of Science
Analyzing the Nature of Science
Evaluation of Nature of Science Representations in Biology School Textbooks Based on a Differentiated Family Resemblance Approach
The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan
Elaborating Nature of Engineering Through Family Resemblance Approach
Family Resemblance Approach in Science Education
Pre-service Science Teachers’ Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience
Preservice Secondary Science Teachers’ Nature of Science Views, Rationales, and Teaching During a NOS Course Guided by RFN
Historical Networks in Science Education
A Study of Learning Progression During Open Inquiry in Year 9
The Contributions of Philosophy of Science in Science Education Research
Improving Students’ Conceptions of Nature of Science
The Presentation of Science Practice in Twenty Historical Cases
Let them research with
Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science
Impact of Argument-Driven Inquiry Activities on Pre-service Science Teachers’ Views of the Nature of Scientific Inquiry in the Context of Climate Change Education
The Development of Nature of Science Understandings Questionnaire within Associated Approaches
Turkish Science Teachers’ Views on Nature of Science
Explaining Science
Experience and prediction
The Scientific Revolution
The Structure of Science
Students' and teachers' conceptions of the nature of science
Normal Science and its Dangers
The Structure of Scientific Revolutions
Knowledge and social imagery
Science as Social Knowledge
The Myth of the Framework
Confronting Nature
The Structure of Scientific Revolutions
The Essential Tension
Those Who Understand
The Scientific Revolution
Science and the Sociology of Knowledge
Putting Philosophy to Work
Explaining Science
The Logical Syntax of Language
A Study of Two Misconceptions About the Nature Of Science Among Junior High School Students
Scientific knowledge and sociological theory
A National Experiment in Curriculum Evaluation
I.3 Action and Belief or Scientific Discourse? A Possible Way of Ending Intellectual Vassalage in Social Studies of Science
Social Theory and Social Structure
Knowledge and Teaching
Science in Action
The Scientific Revolution
Structure, Interaction and Social Theory (RLE Social Theory)
Scientific Knowledge and Sociological Theory
Science and the Sociology of Knowledge
| Unique citing works | 155 |
|---|---|
| Citations per year | 6,2 |
| Citation span | 2001 - 2026 (26) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 144 |