Using the History of Research on DNA to Teach NOS

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-12-19 DOI:10.1007/s11165-024-10226-w

Vetti Giri

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Abstract

Science education literature states that fostering students’ and teachers’ knowledge of NOS has shifted from being a desirable goal to an essential one. This article focuses on the development of NOS conceptions among MA Education students. To develop those conceptions, the researcher designed various learning activities in the context of ‘research of history on DNA’. Seven students were observed and audiotaped while working in groups in this classroom qualitative study. Before the intervention, pre-test on ‘views on science’- Chen (2006) and group discussions held with participants indicated that their NOS conceptions were basic. After 7 sessions, a post-test was administered to students asking to justify NOS conceptions. These conceptions: scientific knowledge is tentative, laws are generalizations or universal relationships, theories are inferred explanations of nature; and that science is empirically based, socio-culturally embedded, and creative. Classroom discourses and responses to a post-test indicated that participants justified some NOS conceptions very well and some not so very well. It also argues that HOS offers potential for improved learning of NOS.

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利用 DNA 研究历史教授 NOS

科学教育文献表明，培养学生和教师的NOS知识已经从一个理想的目标转变为一个必要的目标。本文主要探讨硕士学生的NOS观念的发展。为了发展这些概念，研究者在“DNA历史研究”的背景下设计了各种学习活动。在这个课堂定性研究中，对七名学生进行了小组学习，并对他们进行了观察和录音。在干预前，Chen（2006）对“科学观”的预测和与参与者进行的小组讨论表明，他们的NOS概念是基本的。7个疗程后，对学生进行后测，要求他们证明NOS概念的合理性。这些概念：科学知识是试探性的，定律是概括或普遍关系，理论是对自然的推断性解释；这种科学是基于经验的、根植于社会文化的、具有创造性的。课堂话语和对后测的反应表明，参与者很好地证明了一些NOS概念，而有些则不太好。报告亦指出，居屋计划提供了改善学习“居屋计划”的潜力。

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来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.