The influence of teachers' conceptions of the nature of science on classroom practice (Record no. 20245)

MARC details
000 -LEADER
fixed length control field 03330nam a2200277Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191211091140.0
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Sarieddine, Diana Ali
Miscellaneous information Master Education
245 14 - TITLE STATEMENT
Title The influence of teachers' conceptions of the nature of science on classroom practice
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut. Faculty of Arts and Sciences
Date of publication, distribution, etc. 2009
300 ## - PHYSICAL DESCRIPTION
Extent 81 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Developing scientifically literate individuals has become one of the important goals of science education. A scientifically literate individual is one who appreciates scientific knowledge, differentiates between evidence and opinion, is capable of understanding and using science to solve personal and societal problems, and understands the nature of science (NOS) (Lederman, 1992). Research has established that many teachers and students possess inadequate understandings of NOS. However, whether teachers' conceptions of NOS are reflected in their instructional planning and classroom practice remains an important academic research area, even though some research has been done on this topic. Consequently, the purpose of this study is to investigate teachers' conceptions of NOS and to determine the relationship between these conceptions and their classroom practice as well as to delineate the factors that facilitate or impede this relationship. To achieve this, a sample of seven high school biology teachers, with a science teaching diploma, was selected to participate in this study. These teachers filled out an open-ended questionnaire entitled "Views of the Nature of Science Questionnaire - form C (VNOS-C)" to gauge their NOS conceptions. In addition, they participated in semi-structured interviews to validate the results of the Questionnaire and investigate the factors enhancing or impeding relationships between conceptions and practice. Finally, teacher's classrooms were videotaped and their lesson plans were analyzed to identify evidence for NOS. Data was analyzed using a qualitative interpretive method. Results from the questionnaire and the interviews showed that most teachers do not possess appropriate views of NOS. Similarly, lesson plans, lacked any planning for teaching NOS aspects and analysis of classroom videotapes showed that teachers' practices lacked any explicit reference to the aspects of NOS. Despite the fact that teachers who participated in this study had studied NOS in their teacher education programs, it seems that NOS is absent from all their teaching related activities. On the other hand, various factors seem to mediate the translation of teachers' views into practices such as the curriculum teachers' experience, time constraints, and classroom management problems.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element L’enseignement des Sciences
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nature de la science
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Nature of Science
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Sciences education
9 (RLIN) 75
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element تعليم العلوم
9 (RLIN) 150
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طبيعة العلم
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=42999">http://search.shamaa.org/FullRecord?ID=42999</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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