Browse > Article

The Relation between Preservice Teachers' Philosophical Views on Science and Types of Responses to Alternative Hypotheses  

Jung, Jae-Gu (Korea National University of Education)
Yang, Il-Ho (Korea National University of Education)
Jeong, Jin-Woo (Korea National University of Education)
Wee, Soo-Meen (Korea National University of Education)
Lee, Hea-Jung (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.25, no.2, 2005 , pp. 133-145 More about this Journal
Abstract
The purpose of this study was to identify the relation between preservice teachers' philosophical views on science and types of responses to alternative hypotheses. To identify preservice teachers' philosophical views on science, the extraterrestrial impact theory and the volcano-greenhouse theory, alternative hypotheses related to dinosaur extinction were administered to 37 elementary preservice teachers and 52 secondary preservice teachers. Subjects were required to write down their ideas before and after reading the alternative hypotheses, and then the dimensions of responses to initial ideas were analyzed. To analyze, Soh's Philosophical Perspectives Prove(PPP) was used. The results of this study were as follows: (a) elementary and secondary preservice teachers' philosophical views on science corresponds to eclecticism, (b) the main types of responses were partial theory change in elementary preservice teachers and rejection in secondary preservice teachers, (c) preservice teachers' philosophical views on science and types of responses were eclecticism-partial theory change in elementary preservice teachers and eclecticism-rejection in secondary preservice teachers.
Keywords
preservice teachers'; philosophical views on science; alternative hypotheses;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 소원주, 김범기, 우종옥(1998b). 중학교 과학교사들의 과학철학적 관점에 관한 연구. 한국과학교육학회지, 18(2), 221-231   과학기술학회마을
2 Abd-El-Khalick, F., & Lederman, N. G.(2000). Improving science teachers' conception of nature of science: A critical review of the literature. International Journal of Science Education Research, 22(7), 665-701   DOI
3 Chun, S. J.(2000). An examination of the relation among science teaching actions, beliefs, and knowledge of the nature of science. Unpublished doctoral dissertation, University of Georgia, Athens
4 Koslowski, B.(1996). Theory and evidence: The development of scientific reasoning. MIT Press: Cambridge, MA
5 Limon, M.(2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. In L. Mason, Instructional practices for conceptual change in science domains [Special issue]. Learning and Instruction, 11(4-5), 357-380   DOI   ScienceOn
6 Palmquist, B. C., & Finley, F. N.(1997). Preservice teacher's views of the nature of science during a postbacclaureate science teaching program. Journal of Research in Science Educational Leadership, OCT., 22-25. Teaching, 34(6), 595-615
7 강석진, 신숙희, 노태희(2002). 변칙사례에 대한 초등학생들의 반응 연구. 한국과학교육학회지, 22(2), 252-260
8 Yager, R, E., Blunck, S, M., & Dass, P, M.(1995). Science as a way of knowing. Thrust for Educational Leadership, OCT., 22-25
9 Lederman, N. G.(1992). Students' and teachers' conceptions of the nature of science: A review of the research. Journal of research in science teaching, 29(4), 331-359   DOI
10 Shapiro, B. L.(1996). A case study of change in elementary student teacher thinking during an independent investigation in science: Learning about 'the face of science that does not yet know'. Science Education, 80(5), 535-560   DOI   ScienceOn
11 Haidar, A. H.(1999). Emirates pre-service and inservice teacher's views about the nature of science. International Journal of Science Education, 21(8), 807-822   DOI
12 Gallagher, J. J.(1991). Prospective and practicing secondary school science teachers' knowledge and beliefs about the philosophy of science. Science Education, 75(1), 121-133   DOI
13 Justi, R., & Gilbert, J.(2000). History and philosophy of science through models: some challenges in the case of 'the atom'. International Journal of Science Education, 22(9), 993-1009   DOI
14 김선영, 정철, 정진우(2002). 공룡의 멸종 관련 불일치 자료에 대한 중학생의 반응 유형, 한국지구과학학회지, 23(7), 543-551
15 Chinn, C. A., & Brewer, W. F.(1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49   DOI   ScienceOn
16 Chinn, C. A., & Brewer, W. F.(1998). An empirical test of a taxonomy of responses to anomalous data in science. Journal of Research in Science Teaching, 35(6), 623-654   DOI   ScienceOn
17 Dreyfus, A., Jungwirth, E., & Eliovitch, R.(1990). Applying the 'cognitive conflict' strategy for conceptual change-some implications, difficulties, and problems. Science Education, 74(5), 555-569   DOI
18 Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A.(1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227   DOI
19 장병기(1995). 과학수업 및 과학의 본성에 대한 초등 교사의 인식. 한국초등과학교육학회지, 14(1), 1-15
20 Thagard, P.(1992). Conceptual revolution. Princeton University Press: Princeton, NJ
21 Nott, M., & Wellington, J.(1993). Science teachers, the nature of science, and the National Science Curriculum, in J. Wellington et al., Secondary Science: Contemporary Issues and Practical Approaches, Routledge: London, 32-43
22 Mason, L.(2001). Responses to anomalous data on controversial topics and theory change. Learning and Instruction, 11, 453-483   DOI   ScienceOn
23 김익균, 박승재(1992). 대립개념의 증거적 비판논의와 반성적 사고를 중심으로 한 물리 개념변화 모형. 한국과학교육학회지, 12(3), 77-89   과학기술학회마을
24 노태희, 정은희, 강석진, 한재영(2002a). 개념학습에서 변칙사례의 역할. 한국과학교육학회지, 22(3), 586-594
25 소원주, 김범기, 우종옥(1998a). 중등학교 학생들의 과학의 본성 개념을 측정하기 위한 도구 개발. 한국과학교육학회지, 18(2), 127-136
26 Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and action upon one's concep-tion of the nature of science: A fellow-up study. Journal of Research in Science Teaching, 37(6), 563-581   DOI   ScienceOn
27 Nussbaum, J.(1989). Classroom Conceptual Change: Philosophical Perspectives. The History & Philosophy of Science in Science Teaching, Florida State Uinv.: Florida, 278-291
28 Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G.(2000). Influence of a reflective explicit activity-based approach on elementary teacher's conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317   DOI   ScienceOn
29 노태희, 김순주, 강석진, 김재현(2002b). 밀도 학습에서 변칙 사례의 제시 방식과 권위 수준이 인지갈등과 개념 변화에 미치는 영향. 한국과학교육학회지, 22(3), 595-603