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ERIC Number: EJ1141710
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2187-0594
EISSN: N/A
Towards Building Science Teachers' Understandings of Contemporary Science Practices
Lancaster, Greg; Corrigan, Deborah; Fazio, Lisa; Burke, Joanne; Overton, David
IAFOR Journal of Education, v5 n1 p17-30 Spr 2017
Faculties of Education and Science at Monash University have designed a Masters unit to assist pre-service and in-service science teachers in exploring the practices of contemporary science and examine how varied understandings can influence science communication. Teachers are encouraged to explore their current understandings of the Nature of Science (NoS) and to contrast their views with those known to be widely held by society (Cobern & Loving, 1998). Teachers are challenged to provide insights into their thinking relating to the NoS. In order to build understandings of contemporary science practice each teacher shadows a research scientist and engages them in conversations intended to explore the scientists' views of NoS and practice. Findings suggest that teachers were initially uncomfortable with the challenge to express ideas relating to their NoS and were also surprised how diverse the views of NoS can be among teachers, scientists and their peers, and that these views can directly impact ways of communicating contemporary science practice.
International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A