NDLI: Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS

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Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS

Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science : A Pilot Study

Major Themes Written in “Deep Time”

Scientific Method in the Behavioural Sciences

Darwinning Hearts and Minds

Are Untestable Scientific Theories Acceptable?

Poincaré, Philosopher of Science

Science Education Rethought

Learning Science and About Its Nature: Two Conferences and One Book

Harry Collins and the Crisis of Expertise

A Novel Framework for Argumentation

Science Education and Citizenship

Science & Education : Volume 25, Issue 1-2, March 2016

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Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS

Content Provider	Springer Nature Link
Author	Pavez, José M. Vergara, Claudia A. Santibañez, David Cofré, Hernán
Copyright Year	2016
Abstract	A number of authors have recognized the importance of understanding the nature of science (NOS) for scientific literacy. Different instructional strategies such as decontextualized, hands-on inquiry, and history of science (HOS) activities have been proposed for teaching NOS. This article seeks to understand the contribution of HOS in enhancing biology teachers’ understanding of NOS, and their perceptions about using HOS to teach NOS. These teachers (N = 8), enrolled in a professional development program in Chile are, according to the national curriculum, expected to teach NOS, but have no specific NOS and HOS training. Teachers’ views of NOS were assessed using the VNOS-D+ questionnaire at the beginning and at the end of two modules about science instruction and NOS. Both the pre- and the post-test were accompanied by interviews, and in the second session we collected information about teachers’ perceptions of which interventions had been more significant in changing their views on NOS. Finally, the teachers also had to prepare a lesson plan for teaching NOS that included HOS. Some of the most important study results were: significant improvements were observed in teachers’ understanding of NOS, although they assigned different levels of importance to HOS in these improvements; and although the teachers improved their understanding of NOS, most had difficulties in planning lessons about NOS and articulating historical episodes that incorporated NOS. The relationship between teachers’ improved understanding of NOS and their instructional NOS skills is also discussed.
Starting Page	383
Ending Page	405
Page Count	23
File Format	PDF
ISSN	09267220
Journal	Science & Education
Volume Number	25
Issue Number	3-4
e-ISSN	15731901
Language	English
Publisher	Springer Netherlands
Publisher Date	2016-03-09
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Science Education Philosophy of Science History
Content Type	Text
Resource Type	Article
Subject	Education

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
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3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
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Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses

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Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS

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Improving Chilean In-service Elementary Teachers’ Understanding of Nature of Science Using Self-contained NOS and Content-Embedded Mini-Courses

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Using a Professional Development Program for Enhancing Chilean Biology Teachers’ Understanding of Nature of Science (NOS) and Their Perceptions About Using History of Science to Teach NOS