Teachers discussing, planning and implementing NOS-aspects in their teaching

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Teachers discussing, planning and implementing NOS-aspects in their teaching

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Publication Other
Title Teachers discussing, planning and implementing NOS-aspects in their teaching
Author(s) Leden, Lotta ; Hansson, Lena ; Redfors, Andreas
Date 2014
English abstract
The inclusion of "nature of science" (NOS) in science education has for a long time been regarded as a crucial component in the teaching for scientific literacy. The aim of this study is to investigate how in-service science teachers plan, implement, and afterwards reflect on a NOS teaching session. The participants in the study are Swedish in-service science teachers (n=4) in grades 4-9. Sources of data are teacher-group discussions (before and after the NOS-session), classroom observations, and teachers’ reflective notes. The analytical framework used in this study is developed with a point of departure in the NOS tenets described by Lederman (2007). The preliminary results indicate that although the teachers in different ways explicitly address many different aspects of NOS during the teaching sessions, and they believe that their students are interested in the provided tasks, the teachers themselves are having a hard time coping with the clash between the implemented NOS-session and more traditional views of science teaching.
Link http://www.helsinki.fi/luma/nfsun2014/sessions-all-with-abstracts-by-session.pdf (external link to publication)
Language eng (iso)
Subject(s) Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Note Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments, Helsinki, Finland, 4th-6th June 2014
Handle http://hdl.handle.net/2043/18311 (link to this page)
Link http://www.helsinki.fi/luma/nfsun2014/ (external link to related web page)

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