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Conceptual change in pre-service science teachers' views on nature of science when learning a unit on the physics of waves.

机译：在学习波浪物理学单元时，岗前理科教师对科学本质的看法发生了概念上的变化。

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摘要

Recent reform efforts in science education have culminated in National Science Education Standards (NSES), which include the nature of science and science inquiry themes across all grade levels. Consideration must be given to pre-service science teachers' nature of science conceptions and their perceived roles in implementing the nature of science in the science classroom. This qualitative study investigates how pre-service science teachers' views about the nature of science develop and change when learning a college physics unit on waves in an urban university.;The study uses case study methodology with four pre-service science teachers as individual units of analysis. Data regarding the participants' views about the nature of science were collected before and after the instruction on the physics of waves unit. The research design used 'The Views of Nature of Science/Views of Scientific Inquiry-Physics Questionnaire' followed by structured interviews throughout the wave unit. In addition, the participants responded to daily questions that incorporated nature of science themes and constructed concept maps regarding the physics content and their nature of science understanding.;After completing the VNOS/VOSI-PHYS questionnaire the pre-service science teachers' views of the nature of science were found to be mainly naive and transitional before the instruction. At the end of the wave unit instruction, the data indicated that conceptual change occurred in participants' nature of science views, shifting toward informed views. The findings of this study provide evidence that using explicit instruction with specific activities, such as experiments and concept mapping, shifted the pre-service science teachers' views away from naive and toward informed.
机译：最近在科学教育方面的改革努力最终达到了国家科学教育标准（NSES），其中包括所有年级的科学和科学探究主题的性质。必须考虑到职前科学教师的科学观念的性质及其在科学课堂中实现科学性质的感知作用。这项定性研究调查了在城市大学学习波浪中的大学物理单元时，职前科学教师对科学本质的看法是如何发展和变化的;该研究采用以四名职前科学教师为个体单元的案例研究方法分析。在波浪物理单元教学之前和之后，收集了有关参与者对科学本质的看法的数据。研究设计使用了“科学的自然观/科学的询问-物理问卷的观点”，随后是整个波峰单位的结构化访谈。此外，参与者回答了每天的问题，这些问题结合了科学主题的本质，并构建了有关物理内容及其对科学理解的本质的概念图。;在完成VNOS / VOSI-PHYS问卷后，职前科学教师对课程的看法在教学之前，发现科学的本质主要是天真和过渡。在波动单元指令的末尾，数据表明，参与者的科学观本质发生了观念上的变化，向知情的观点转变。这项研究的发现提供了证据，即通过对特定活动（例如实验和概念映射）进行明确的指导，可以使职前科学教师的观点从幼稚转变为明智。

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  • 作者

    Kattoula, Ehsan Habib.;

  • 作者单位

    Georgia State University.;

  • 授予单位 Georgia State University.;
  • 学科 Education Teacher Training.;Education Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 259 p.
  • 总页数 259
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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