Browse > Article
http://dx.doi.org/10.14697/jkase.2008.28.2.169

Development of Teaching Materials for the Nature of Science and Pilot Application to Scientifically Gifted Students  

Park, Jong-Won (Chonnam National University)
Kim, Doo-Hyun (Chonnam National University)
Publication Information
Journal of The Korean Association For Science Education / v.28, no.2, 2008 , pp. 169-179 More about this Journal
Abstract
In this study, 46 teaching materials for understanding the nature of science (NOS) were developed based on the 42 statements describing the NOS. Each teaching material involves scientific knowledge and scientific inquiry skills as well as NOS statements. Teaching materials consist of students' learning worksheets and teachers' guides. Among the materials, 11 materials for understanding the nature of scientific thinking (NOST) were applied to 3 scientifically gifted students. As results, the degree of difficulty was appropriate and students showed interests in scientific thinking rather than new concepts or inquiry activities involved in the materials. It was expected that understating the NOST would be helpful for conducting scientific inquiry in more authentic way. And similarly to the Park's (2007) theoretical discussions about the relationship between the NOS and scientific creativity, students actually responded that undertrading the NOST could help their creativity. Therefore, it was expected that teaching the NOST would be plausible elements for teaching scientific creativity.
Keywords
The nature of science; teaching materials; induction; deduction; abduction; authentic scientific inquiry; scientific creativity;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 최승희 (2007). 10학년 과학교과서의 과학의 본성 내용 분석. 전남대학교 석사학위 논문
2 Bell., R., and Lederman, N.G. (2003). Understandings of the nature of science and decision making on science and technology based issues. Science Education, 87, 352- 377   DOI   ScienceOn
3 Hand, B., Prain, V., Lawrence, C. and Yore, L. D. (1999). A writing in science framework designed to improve science literacy. International Journal of Science Education, 10, 1021-1036
4 Hodson, D. (1998). Is this really what scientists do? In J. Wellington (Ed.), Practical work in school science: Which way now? (pp. 93-108). London: Routledge
5 Lederman, N. G. (1998). The state of science education: subject matter without context. Electronic Journal of Science Education, 3(2). from http://unr.edu/ homepage/ jcannon/ejse/lederman.html
6 Park, Jongwon, and Han, Sooja. (2002). Deductive reasoning to promote the change of concept about force and motion. International Journal of Science Education. 24(6), 593-610   DOI   ScienceOn
7 Province of British of Columbia [PBC] (1996). Physics 11 and 12. Province of British of Columbia, Ministry of Education, Canada
8 Vhurumuku, E., Holtman, L., Mikalsen, O., and Kolsto, S.D. (2006). An investigation of Zimbabwe high school chemistry students' laboratory work-based images of the nature of science. Journal of Research in Science Teaching, 43(2), 127-149   DOI   ScienceOn
9 Windschitl, M., and Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological belief. Journal of Research in Science Teaching, 35(2), 145-160   DOI   ScienceOn
10 Abd-El-Khalick, F. and Lederman, N. G. (2000). Improving science teachers' conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22, 665-701   DOI
11 Sandoval, W.A. (2005). Understanding students' practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656   DOI   ScienceOn
12 Park, Jongwon, Kim, Ikgyun, Kim, Myungwhan, and Lee, Moo. (2001). Analysis of the students' processes of confirmation and falsification of the hypotheses in electrostatics. International Journal of Science Education. 23(12), 1219-1236   DOI   ScienceOn
13 Dordrecht, The Netherlands: Kluwer Academic Publishers. Matthews, M. R. (1994). Science Teaching: The Role of History and Philosophy of Science. New York: Routledge
14 Park, Jongwon. (under review). Suggesting teaching models for scientific inquiry activity through the nature of science (NOS). Science & Education
15 Sandoval, W.A., and Reiser, B.J. (2004). Explanation- Driven inquiry: integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372   DOI   ScienceOn
16 Bartholomew, H., Osborne, J., and Ratcliffe, M. (2004). Teaching pupils "ideas-about-science": Five dimensions of effective practice. Science Education, 88, 655-682   DOI   ScienceOn
17 Ping-Kee Tao. (2003). Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories. International Journal of Science Education, 25(2), 147-171   DOI
18 Tsai, C. (2001). A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in internet-assisted chemistry classrooms. Journal of Chemical Education, 78(7), 970-974   DOI   ScienceOn
19 박종원 (2007b). 과학적 본성 이해를 통한 과학적탐구활동. 제 51차 한국과학교육학회 동계 학술대회 및 정기총회, 한국 교원대학교, 2007.1
20 Bell, P., and Linn, M.C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817   DOI
21 Lederman, N.G., and Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. F. McComas (Ed.), The nature of s cience in history of s cience in science education: Rationales and strategies. (pp. 83-126)
22 McComas, W. F., and Olson, J. K. (1998). The nature of science in international science education standards documents. In W.F. McComas (Ed.), The Nature of Science in Science Education: Rationales and Strategies (pp. 41-52). Dordrecht, Kluwer Academic Publishers
23 Donnelly, J. (2001). Contested terrain or unified project? 'The nature of science' in the National Curriculum for England and Wales. International Journal of Science Education, 23(2), 181-195   DOI   ScienceOn
24 National Science Teachers Association [NSTA]. (2000). NSTA position statement: The nature of science. Document retrieved: 3/18/03. from http://www.nsta.org/159&psid=22
25 American Association for the Advancement of Science (AAAS) (1994). Project 2061: Science for All Americans. New York: Oxford University Press
26 Lederman, N. G. (1999). Teachers' understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916-929   DOI   ScienceOn
27 Osborne, J., Collins, S., Ratcliffe, M., Millar, R., and Duschl, R. (2003). What "Ideas-about-Science" should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40, 692-720   DOI   ScienceOn
28 Schauble, L., Glaser, R., Duschl, R.A., Schulz, S., and John, J. (1995). Students' understanding of the objectives and procedures of experimentation in the science classroom. The Journal of the Learning Science, 4(2), 131-166   DOI   ScienceOn
29 Park, Jongwon. (under review). Discussions for linking the Nature of Science (NOS) with Scientific Inquiry. The Asian Pacific Education Review
30 박종원 (2007a). 과학영재아를 위한 과학의 본성 지도. 제 5 회 전국대학교 과학영재교육원 학술발표회, 대진대학교, 2007. 10
31 Park, Jongwon. (2006). Modelling analysis of students' processes of generating scientific explanatory hypotheses. International Journal of Science Education. 28(5), 469-489   DOI   ScienceOn
32 Bianchini, J., and Colburn, A. (2000). Teaching the nature of science through inquiry to prospective elementary teachers: A tale of two researchers. Journal of Research in Science Teaching, 37(2), 177-209   DOI   ScienceOn
33 National Research Council [NRC]. (2000). Inquiry and the national science education standards. from http:// darwin.nap.edu/html/inquiry_addendum/ch2.html
34 Lederman, N.G., Abd-El-Khalick, F., Bell, G.L., and Schwartz, R.S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521   DOI   ScienceOn
35 Matthews, M. R. (1998). In defense of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35, 167-174
36 Park, Jongwon. (2007). A study of new models for scientific inquiry activity through understanding the nature of science (NOS): -a proposal for a synthetic view of the NOS-. Journal of the Korean Association for Science Education, 27(2), 153-167
37 Toth, E.E., Suthers, D.D., and Lesgold, A. (2002). "Mapping to know": The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86, 264-286   DOI   ScienceOn