ERIC Number: ED396908
Record Type: RIE
Publication Date: 1996
Introducing Philosophy of Science through an Activity for In-Service Teachers to Experience Social Constructing of Knowledge.
The purpose of this study was to develop and try out an activity in a group of 10 inservice teachers enrolled in a professional development program. A science methods instructor designed an activity based on a learning cycle teaching approach. In the activity, the teachers experienced the social constructing of knowledge and were promoted to a better understanding about the philosophy of science. The influence of learners' preconceptions in science teaching and learning was also explored. The inservice teachers showed a positive attitude toward this instructional strategy. They agreed on the importance of the learners' preconceptions in learning science. However, they argued that time limitation and the way the textbook was edited were barriers for them to adopt constructivist teaching approaches. The teachers with a better understanding about the epistemological status of the scientific knowledge, were more willing to incorporate history of science and group discussion into their teaching. In a survey conducted 4 months after the classes, the teachers described constructivism in terms of: (1) the importance of learners' preconceptions in science teaching; (2) learning is an active process; (3) learning involves conceptual change; and (4) knowledge is tentative and subject to change. Contains 10 references. (Author/MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (69th, St. Louis, MO, April, 1996).