NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ847953
Record Type: Journal
Publication Date: 2006-Dec
Pages: 13
Abstractor: ERIC
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1609-4913
The Analysis of How to Improve Student Understanding of the Nature of Science: A Role of Teacher
Akcay, Behiye
Asia-Pacific Forum on Science Learning and Teaching, v7 n2 Article 10 Dec 2006
The overall purpose of this analysis is to clarify whether or not teachers' conceptions of the nature of science (NOS) influence their instructional planning and classroom practices based on several significant research studies which have recently been published. Science process skills provide a basis in the major science disciplines for children to understand their world and the natural phenomena in it. Understanding the NOS is a central component of scientific literacy. Many argue that the scientifically literate individual is one who holds an in-depth understanding of scientific facts, concepts, and theories in addition to a clear understanding of the NOS. Improving the scientific literacy of the public is one of the most important challenges facing science educators today. This means assisting all to have a sufficient conception of the NOS. Some argue that it is the distinguishing quality of a scientifically literate individual. Despite this goal and efforts to achieve it, research has shown that both students and teachers are generally unable to articulate an adequate understanding of the NOS. This article explores the teacher role to improve student understanding of NOS. Teacher understanding of the NOS affects their classroom practices and curriculum decisions as well as their student understanding of NOS.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A