NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ815665
Record Type: Journal
Publication Date: 2007-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0332-3315
An Exploration of Issues Surrounding Teaching the Nature of Science to Pre-Service Primary School Teachers
Murphy, Cliona; Kilfeather, Paula; Murphy, Colette
Irish Educational Studies, v26 n1 p27-38 Mar 2007
This article reports on the outcomes of a study that compared implicit and explicit teaching approaches on the development of contemporary conceptions of the nature of science (NoS). The sample comprised two groups of prospective primary teachers in the Republic of Ireland, all non-specialists in science. Research has shown that contemporary conceptions of NoS can be developed through implicit means--that is, by hands-on participation in scientific activities and by applying the process (scientific) skills in scientific inquiry. International research studies indicate that primary and secondary teachers, in general, do not hold contemporary (elaborate) conceptions of the NoS. This article reports on the outcomes of a comparative study that examined 148 prospective Irish primary teachers' conceptions of NoS. Seventy-four of these students were taught about aspects of NoS through explicit approaches during a science methodology course. The study compares the effectiveness of implicit and explicit approaches in the development of students' conceptions of NoS. The participants responded to the question "What is science?" before and after a science methodology course. Interestingly, analyses of the individual responses revealed that the students who had received explicit instruction (test group) in NoS had developed more insightful conceptions of NoS, contradicting research advocating implicit approaches. (Contains 3 tables, 2 figures, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland