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Jun 21, 2020 · In this theoretical paper, I argue that whether science is universal or culture-specific endeavor is a nature of science (NOS) question that needs to be explored critically by learners in a science classroom.
- Hagop A. Yacoubian
- hagop.yacoubian@lau.edu.lb
- 2020
The focus here is on important practices, such as modeling, developing explanations, and engaging in critique and evaluation (argumentation), that have too often been underemphasized in the context of science education.
The PISA 2025 science framework defines the competencies that are developed by science education. These are perceived to be a key educational outcome for students, to engage with science-related issues, with the ideas of science, and to use them for informed decision making.
- Why Evaluate Students’ Understanding of The Nature of Science?
- Tools to Measure and Evaluate Students’ Vnos
- Vnos Questionnaire
- Vnos Interview Protocol
- References
Many undergraduate curricula give students an opportunity to engage in inquiry-based or discovery-based activities in the hope that they will learn about the nature of science through inquiry – a ‘learn by doing’ approach. However, some studies have found that inquiry-based activities on their own are not always enough for students to develop accur...
The Views of Nature of Science (VNOS) open-ended questionnaire aims to understand learners’ views on and the meanings they attribute to various aspects on the nature of science. The creators of the questionnaire (Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002) recommend that: 1. students are encouraged to take time to answer the questions fully; ...
What, in your view, is science? What makes science (or a scientific discipline such as physics, biology, etc.) different from other disciplines of inquiry (e.g., religion, philosophy)?What is an experiment?Does the development of scientific knowledge require experiments? - If yes, explain why. Give an example to defend your position. - If no, explain why. Give an example to defend your position.After scientists have developed a scientific theory (e.g., atomic theory, evolution theory), does the theory ever change? - If you believe that scientific theories do not change, explain why. Defen...The questionnaire has also been adapted by Russell and Weaver (2010) into an interview protocol. Although there are five fixed questions, the interview is intended to be conversational. Therefore, do feel free to ask follow-up questions and to ask for points of clarification, and also to offer prompts if the student requires. 1. What is an experime...
Abd-El-Khalick, F., & Lederman, N. G. (2000). The Infuence of History of Science Courses on Students' Views of Nature of Science. Journal of Research in Science Teaching, 37(10), 1057-1095. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward Valid and Meaningful Assessment of ...
This article explains the necessity for embedding morals, values, ethics and character education in science education and science teaching. It presents the rationale and arguments, and emphasizes the nurturing of morals, values and ethics in students through an improved science education curriculum, and
- 427KB
- 16
These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science.
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Nov 3, 2023 · NGSS proposed a paradigm for science education in the U.S., integrating three dimensions: practices, cross-cutting concepts, and disciplinary core ideas.
