Preservice teachers' views about nature of scientific knowledge development: An international collaborative study

International Journal of Science and Mathematics Education

Volumn 7, Issue 5, 2009, Pages 987-1012

  Liang, Ling L ^a   Chen, Sufen ^b   Chen, Xian ^c   Kaya, Osman Nafiz ^d   Adams, April Dean ^e   Macklin, Monica ^e   Ebenezer, Jazlin ^f  

^a LA SALLE UNIVERSITY   (United States)

^b NATIONAL TAIWAN UNIVERSITY OF SCIENCE AND TECHNOLOGY   (Taiwan)

^c NANJING NORMAL UNIVERSITY   (China)

^d FIRAT UNIVERSITY   (Turkey)

^e NORTHEASTERN STATE UNIVERSITY   (United States)

^f WAYNE STATE UNIVERSITY   (United States)

Author keywords

International collaborative study; Nature of science; Nature of scientific knowledge development; Pre service science teacher education

Indexed keywords

EID: 70349664751     PISSN: 15710068     EISSN: 15731774     Source Type: Journal    
DOI: 10.1007/s10763-008-9140-0     Document Type: Article

References (36)

1. Abd-El-Khalick, F. & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34, 673-699.
2. Aikenhead, G. S. & Ryan, A. G. (1992). The development of a new instrument: "Views on science-technology-society" (VOSTS). Science Education, 76, 477-491.
3. Akerson, V. L., Abd-El-Khalick, F. & Lederman, N. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conceptions of nature of science. Journal of Research in Science Teaching, 37, 295-317.
4. American Association for the Advancement of Science (1990). Science for all Americans. New York: Oxford University Press.
5. American Association for the Advancement of Science (1993). Benchmarks for science literacy: Project 2061. New York: Oxford University Press.
6. Bird, A. (1998). Philosophy of Science. New York: Routledge.
7. Bora, N. D., Aslan, O. & Cakiroglu, J. (2006, April). Investigating science teachers' and high school students' views on the nature of science in Turkey. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
8. Chen, S. (2006). Development of an instrument to assess views on nature of science and attitudes toward teaching science. Science Education, 90, 803-819.
9. Cheung, K. C. & Toh, K. A. (1990). In the eyes of the beholder: Beginning teachers' conception of the nature of science and science teaching. Paper presented at the annual conference of the Educational Research Association, Singapore.
10. Cobern, W. W. (1989). A comparative analysis of NOSS profiles on Nigerian and American pre-service, secondary science teachers. Journal of Research in Science Teaching, 26, 533-541.
11. Desautels, J. & Larochelle, M. (1998). The epistemology of students: The 'thingified' nature of scientific knowledge. In B.J. Fraser & K.G. Tobin (Eds), International handbook of science education (pp. 115-128). Dordrecht: Kluwer Academic Publishers.
12. Erdogan, R., Cakiroglu, J. & Tekkaya, C. (2006). Investigating Turkish Pre-service science teachers' views of the nature of science. In C.V. Sunal & K. Mutua (Eds), Research on education in Africa, The Caribbean and the Middle East (pp. 273-285). Greenwich: Information Age Publishing Inc.
13. Hodson, D. (1991). Philosophy of science and science education. In M.R. Matthews (Ed.), History, philosophy and science teaching: selected readings (pp. 19-32). New York: Teachers College Press.
14. Kuhn, T. S. (1970). The structure of scientific revolutions. Chicago: University of Chicago Press.
15. 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, 331-359.
16. Lederman, N. G. (2007). Nature of science: Past, present, and future. In S.K. Abell & N.G. Lederman (Eds), Handbook of research on science education (pp. 831-879). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
17. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. & 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.
18. Liang, L. L, Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M. & Ebenezer, J. (2008). Assessing preservice elementary teachers' views on the nature of scientific knowledge: a dual-response instrument. Asia-Pacific Forum on Science Learning and Teaching.
19. Lin, H. S. & Chen, C. C. (2002). Promoting pre-service science teachers' understanding about the nature of science through history. Journal of Research in Science Teaching, 39, 773-792.
20. Liu, S.-Y. & Lederman, N. G. (2007). Exploring prospective teachers' worldviews and conceptions of nature of science. International Journal of Science Education, 29, 1281-1307.
21. Matthews, M. R. (1988). A role for history and philosophy in science teaching. Educational Philosophy and Theory, 20, 67-81.
22. McComas, W. (1998). The principal elements of the nature of science: Dispelling the myths. In W.F. McComas (Ed.), The nature of science in science education: rationales and strategies (pp. 53-70). Dordrecht: Kluwer Academic Publishers.
23. McComas, W. & Olson, J. (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.
24. Ministry of Education of the People's Republic of China (2001). Science education standards (7-9). Beijing: Beijing Normal University.
25. National Research Council (1996). National science education standards. Washington, DC: National Research Council.
26. National Science Teachers Association (2000). NSTA position statement: the nature of science. Arlington, VA: National Science Teachers Association Press.
27. Osborne, J., Collins, S., Ratcliffe, M., Millar, R. & 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.
28. Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science. Science Education, 77, 261-278.
29. Popper, K. (1998). The rationality of science revolutions. In J.A. Kourany (Ed.), Scientific knowledge (pp. 286-300). Wadsworth, CA: Belmont. (Reprinted from Problems of scientific revolution: progress and obstacles to progress in the sciences, pp. 72-101, by R. Harre, Ed., 1975, Oxford: Clarendon Press).
30. Rubba, P. A. (1977). The development, field testing and validation of an instrument to assess secondary school students' understanding of the nature of scientific knowledge. Unpublished doctoral dissertation, Indiana University, Indiana.
31. Ryan, A. G. & Aikenhead, G. S. (1992). Students' preconceptions about the epistemology of science. Science Education, 76, 559-580.
32. Sutherland, D. & Dennick, R. (2002). Exploring culture, language and the perception of the nature of science. International Journal of Science Education, 24, 1-25.
33. Turkish Ministry of National Education (2005). New curriculum of science and technology education. Retrieved December 24, 2005, from Turkey's National Board of Education Web site: http://ttkb.meb.gov.tr/ogretmen/.
34. Yalvac, B., Tekkaya, C., Cakiroglu, J. & Kahyaoglu, E. (2007). Turkish pre-service science teachers' views on science-technology-society issues. International Journal of Science Education, 29, 331-348.
35. Yuan, Y. & Cai, T. (2003). Science curriculum and instruction. Hangzhou, China: Zhejiang Education Press.
36. Zhang, B. H., Krajcik, J. S., Sutherland, L. M., Wang, L., Wu, J. & Qian, Y. (2003). Opportunities and challenges of China's inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators. International Journal of Science and Mathematics Education, 1, 477-503.