ERIC Number: ED255359
Record Type: Non-Journal
Publication Date: 1985-Apr
Relating Teaching Behavior and Classroom Climate to Changes in Students' Conceptions of the Nature of Science.
Lederman, Norman G.
This study investigated which classroom variables are related to changes in students' (N=409) conceptions of the nature of scientific knowledge. Eighteen high school biology teachers/classrooms were compared with respect to students' conceptual changes on six aspects of the nature of science (amoral, creative, tentative, testable, parsimonious, unified) as measured by the Nature of Scientific Knowledge Scale (NSKS). In addition, comparisons of overall student changes were performed. Thirty classroom variables significantly differentiated between the "high" (exhibiting the largest student change) and "low" (exhibiting minimal student change) of teachers/classrooms on at least five aspects of the nature of science. In general, teachers/classrooms in the "high" group were typified by frequent, inquiry-oriented questioning, little emphasis on rote memory, decreased seat work, and increased emphasis on depth, breadth, and accuracy of subject matter. In addition, teachers in these classrooms were more pleasant, supportive, and had established better rapport than those of the "low" group. Finally, implicit references to the nature of science were more commonly found in the "high" group. Eleven additional variables were also found to differentiate between the "high" and "low" teacher/classrooms on less than three subscales of the NSKS. Implications of these and other results are noted. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A