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ERIC Number: ED452077
Record Type: Non-Journal
Publication Date: 2001-Mar-28
Pages: 34
Abstractor: N/A
Reference Count: N/A
Improving Elementary Teachers' Understanding of the Nature of Science and Instructional Practice.
Wang, Jing-Ru
This study aimed to help the teachers clarify and understand the nature of science (NOS), as well as classroom practice through the implementation of the constructivist teaching model. Ten elementary science teachers were involved in a year-long in-service program that included a series of intervention courses. Following the intervention courses, participants were asked to visit classroom demonstrations and attend the debriefing meetings. Meanwhile, the teachers were asked to implement the constructivist teaching model in their science classroom practices. Prior to and following the program, participants responded to an open-ended questionnaire designed to assess their understanding of the NOS. Throughout their teaching, participants' lesson plans and classroom videotapes were collected for explicit reference to the NOS. After the intervention program, the participants were interviewed to validate their responses to the open-ended questionnaire. The results indicated that the teachers were found to possess proper understandings of several important aspects of the NOS before the intervention, but could not describe how to teach science in terms of the NOS. After the intervention, some teachers could delineate how they taught several aspects of the NOS through the constructivist teaching model. In addition to the view of inductivism, some teachers' classroom practices inclined to constructivism and revealed the creative and social aspects of the NOS. However, the teachers did not place teaching the NOS as important as other aspects, and they claimed that they had not taught NOS explicitly due to some constraints. The implications of the findings are discussed. (Contains 72 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan