Relationships among learner characteristics and preservice elementary teachers’ views of nature of science
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
The purpose of this study was to explore the relationship of learner characteristics and preservice teachers’ views of nature of science (NOS) prior to formal instruction. Learner characteristics investigated included metacognitive awareness, self-efficacy, attitudes toward science teaching, Perry’s intellectual and ethical developmental levels, concerns for teaching NOS, and cultural values. Findings indicated interesting relationships between NOS views and cultural values, self-efficacy, attitudes toward teaching science, metacognitive awareness, and Stages of Concern (SOC) for teaching NOS. Implications for preservice science teacher education include attending to cultural values related to science as a separate, but not better, way of knowing.
- Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but ….Journal of Science Teacher Education, 12, 215–233. CrossRef
- Abd-El-Khalick, F., & Akerson, V.L. (2004). Learning as conceptual change: Factors mediating the development of preservice elementary teachers’ views of nature of science.Science Education, 88, 785–810. CrossRef
- Abell, S.K., & Smith, D.C. (1994). What is science? Preservice elementary teachers’ conceptions of nature of science.International Journal of Science Education, 16, 475–487. CrossRef
- Aikenhead, G. S., & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon.Journal of Research in Science Teaching, 36, 269–287. CrossRef
- Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G. (2000). The influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science.Journal of Research in Science Teaching, 37, 295–317. CrossRef
- Akerson, V.L., & Buzzelli, C.A. (2007). Relationships of preservice early childhood teachers’ cultural values, ethical and cognitive developmental levels, and views of nature of science.Journal of Elementary Science Education, 19(1), 15–24. CrossRef
- Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (online version published December 2007). Early childhood teachers’ views of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching.Journal of Research in Science Teaching.
- Akerson, V. L., Morrison, J. A., & McDuffie, A. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science.Journal of Research in Science Teaching, 43, 194–213. CrossRef
- Alsop, S., & Watts, M. (1997). Sources from a Somerset Village: A model for informal learning about radiation and radioactivity.Science Education, 81, 633–650. CrossRef
- American Association for the Advancement of Science (AAAS). (1993).Benchmarks for science literacy: A Project 2061 report. New York: Oxford University Press.
- Barufaldi, J. P., Bethel, L. J., & Lamb, W. G. (1977). The effect of a science methods course on the philosophical view of science among elementary education majors.Journal of Research in Science Teaching, 14, 289–294. CrossRef
- Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry.Science Education, 88, 610–645. CrossRef
- Creswell, J. W. (2003).Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.
- DeBoer, G. E. (1991).A history of ideas in science education: Implications for practice. New York: Teachers College Press.
- Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale.School Science and Mathematics, 90, 694–706.
- Haidar, A. H. (1999). Emirates pre-service and in-service teachers’ views about the nature of science.International Journal of Science Education, 21, 807–822. CrossRef
- Hanson, D. L. (2006).Personal definitions of science and the self-efficacy and classroom practice of elementary school teachers. Unpublished doctoral dissertation, Indiana University, Bloomington.
- Hord, S. M., Rutherford, W. L., Huling-Austin, L., & Hall, G. E. (1987).Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development.
- Kelton, J., & Griffith, J. V. (1986).The learning context questionnaire for assessing intellectual development. Unpublished manuscript, Davidson College, Davidson, NC.
- Lederman, J. S., & Ko, E. (2004).Views of scientific inquiry, form E. Unpublished paper, Illinois Institute of Technology, Chicago.
- Lederman, N. G. (1992). Students’ and teachers’ conceptions about the nature of science: A review of the research.Journal of Research in Science Teaching, 29, 331–359. CrossRef
- Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science.Journal of Research in Science Teaching, 39(6), 497–521. CrossRef
- National Science Teachers Association (NSTA). (2000). NSTA position statement: The nature of science. Retrieved January29, 2008, from www.nsta.org/159&psid=22.
- Perry, W. G. (1999).Forms of ethical and intellectual development in the college years: A scheme. San Francisco: Jossey-Bass.
- Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change.Review of Educational Research, 63(2), 167–199.
- Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness.Contemporary Educational Psychology, 19, 460–475. CrossRef
- Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries.Advances in Experimental Social Psychology, 25, 221–279. CrossRef
- Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry.Science Education, 88, 610–645. CrossRef
- 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, 535–560. CrossRef
- Southerland, S. A., Johnston, A., & Sowell, S. (2006). Describing teachers’ conceptual ecologies for the nature of science.Science Education, 90(5), 874–906. CrossRef
- Tabachnick, B. G., & Fidell, L. S. (1989).Using multivariate statistics (2nd ed.), New York: Harper & Row Publishers.
- Thompson, C. L., & Shrigley, R. L. (1986). What research says: Revising theScience Attitude Scale.School Science and Mathematics, 86, 331–343.
- Tsai, C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning and science.International Journal of Science Education, 24, 771–783. CrossRef
- Tsai, C. (2006). Reinterpreting and reconstructing science: Teachers’ view changes toward the nature of science by courses of science education.Teaching and Teacher Education, 22, 363–375. CrossRef
- Relationships among learner characteristics and preservice elementary teachers’ views of nature of science
Journal of Elementary Science Education
Volume 20, Issue 1 , pp 45-58
- Cover Date
- Print ISSN
- Springer Netherlands
- Additional Links