Pre-service science teachers' conceptions of the nature of science and its relationship to classroom practice
Main Article Content
Keywords
Nature of Science (NOS), Conceptions of the Nature of Science, Classroom/Teaching Practice
Abstract
Certain significant tensions exist regarding relative international educational effectiveness. In the science education field such concerns churn around the extent of science understanding with which students leave school. There have been suggestions that this aspect of science literacy is related to how well teachers help students to understand the nature of science. Previous research indicates the existence of both naïve and sophisticated views of this among both teachers and students. However, little research exists regarding Filipino students preparing to teach science in a local and international fluid context, particularly how their views of the nature of science relate to their classroom teaching practices. Purposely, this qualitative study involving seven pre-service science teachers from a single institution in Mindanao, Republic of the Philippines, to better understand the relationship of teacher views of the nature of science and the way that they are taught science during their final teaching practice. Data are gathered through non-participant class observations, document (lesson plan, CT feedback), interview, and survey analysis. Findings reveal that: (a) These pre-service science teachers hold a mixture of naïve and sophisticated views of the nature of science; (b) Their views of science as empirically based (a potentially sophisticated view), were subject to strict method and producing absolute knowledge (naïve views) and transferred into their planning and delivery of practice lessons to a minor, but discernible extent; (c) As revealed in the interview and survey their views of science were more varied and sophisticated than those appearing from the lessons planned or observed. The implications of this study are significant because they support some indications in the literature that teacher conceptions can translate into practice. This suggests that change in the conceptions held by these teachers might lead to change in the experiences they offer to students in their classes.
References
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AAAS (1998). Project 2061. Science literacy for a changing future: Update 1998-1999. Washington D.C.
Abd-El-Khalick, F. (2001). Embedding nature of science instruction in pre-service elementary science courses: Abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215-233.
Abd-El-Khalick, F., & Akerson, V. (2004). Learning as conceptual change: Factors mediating the development of pre-service elementary teachers' views of nature of science. Science Teacher Education, 88, 785-810.
Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
Abd-El-Khalick, F., Bell, R., & Lederman, N. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
Achieve (2010a). What states should know about international standards in science: highlights from Achieve's analysis. US: Achieve, Inc.
Achieve (2010b). International science benchmarking report. Taking the lead in science education: forging next generation science standards. US: Achieve, Inc.
Akarsu, B., (2007). What are the effects of teaching experience on in-service elementary science teachers' conceptions of the nature of science? Proceedings from the Association for Science Teacher Education (ASTE) Conference, (pp. 1-15).
Akcay, B. (2006). The analysis of how to improve student understanding of the nature of science: a role of teacher. Asia-Pacific Forum on Science Learning and Teaching, 7(2), 1-13.
Akerson, V., Abd-El-Khalick, F., & Lederman, N. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conception of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
Akerson, V., Cullen, T., & Hanson, D. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of NOS and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113.
Auerbach, C., & Silverstein, L. (2003). Qualitative data: An introduction to coding and analysis. New York: New York University Press.
Bell, R., Lederman, N., Abd-El-Khalick, F. (2000). Developing and acting upon one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581.
Bianchini, J., & Solomon, E. (2003). Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers. Journal of Research in Science Teaching, 40(1), 53-76.
Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Bybee, R., & Champagne, A., (2000). The national science education standards. The Science Teacher, 67(1), 54-55.
CHED Memorandum Order No. 30 (2004). Revised Policies and Standards for Undergraduate Teacher Education Curriculum. Retrieved from http://www.ched.gov.ph/policies/CMO2004/CMO%2030%20S.%202004.pdf
CHED Memorandum Order No. 59 (1996). New General Education Curriculum. Retrieved from http://www.ched.gov.ph/policies/index.html
Cochrane, B. (2003). Developing pre-service teachers' views of the nature of science: Examining the effectiveness of intervention types. Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science, (Proceedings pp. 1-10).
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks: Sage.
Collins, A., (1997). National science education standards: looking backward and forward. The Elementary School Journal, 97(4), 299-313.
Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education Inc.
Department of Education (DepEd) (2009). Basic Education Statistics Fact Sheet. Retrieved June 16, 2010, from http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Factsheet2009%20Sept%2022.pdf
Department of Education (NETRC) (2013). NAT Overview and 2012 Test Results. Retrieved August 10, 2014 from http://www.depedqc.ph/announcements/2013-NATGUIDELINES/2013%20NAT%20Overview%20-%20QC.pdf
Halai, N., & Hodson, D., (2004). Munazza's story: Shedding light on a science teacher's conceptions of the nature of science through a life history study. Canadian Journal of Science and Technology Education, 4(2), 193-208.
Hanuscin, D., Akerson, V., & Phillipson-Mower, T. (2006). Integrating nature of science instruction into a physical science content course for pre-service elementary teachers. Science Teacher Education, 90, 912-935.
Hipkins, R., & Barker, M. (2005). Teaching the ”˜nature of science': Modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
Jackson, K., & Trochim, W. (2002). Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organization Research Methods, 5(4), 307-336.
Kattoula, E., Verma, G., & Martin-Hansen, L., (2009). Fostering pre-service teachers' “nature of science” understandings in a Physics course. Journal of College Science Teaching, 18-26.
Kellehear, A. (1993). The unobtrusive researcher: a guide to methods. Crow's Nest NSW: Allen and Unwin
Koksal, M. S. (2009). An instructional design model to teach nature of science. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-18.
Krosnick, J. (1999). Survey research. Annual Reviews Psychology, 50, 537-567.
Kucuk, M. (2008). Improving pre-service elementary teachers' views of the nature of science using explicitreflective teaching in a science, technology and society course.
Australian Journal of Teacher Education, 33(2), 16-40.
Lederman, N. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
Lederman, N., Abd-El-Khalick, F., Bell, R., & Schwartz, R. (2002). Views of the nature of science questionnaire: toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6),497-521.
Lederman, N., Schwartz, R., Abd-El-Khalick, F., & Bell, R. (2001). Pre-service teachers' understanding and teaching of nature of science: an intervention study. Canadian Journal of Science, Mathematics & Technology Education, 1(2), 135-160.
Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific
epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19(1), 43-59.
Lotter, C., Singer, J., & Godley, J. (2009). The influence of repeated teaching and reflection on pre-service teachers' views of inquiry and nature of science. Journal of Science Teacher Education, 20, 553-582.
Lunn, S. (2002). What we think we can safely say: Primary teachers' views of the nature of science. British Educational Research Journal, 28(5), 649-672.
Martin-Dunlop, C. (2004). Perception of the learning environment, attitudes towards science, and understanding of the nature of science among prospective elementary teachers in an innovative science course. Unpublished doctoral thesis, Curtin University of Technology, Australia.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.
McDonald, C. V. (2008). Exploring the influence of science content course incorporating explicit nature of science and argumentation instruction on pre-service primary teachers' views of nature of science. Unpublished doctoral thesis, Queensland University of Technology, Australia.
Mellado, V., Bermejo, M., Blanco, L., & Ruiz, C. (2007). The classroom practice of prospective secondary biology teacher and his conception of the nature of science and of teaching and learning science. International Journal of Science and Mathematics Education, 6(1), 37-62.
Meyer, D., & Avery, L. (2009). The flow lab: a simple activity for generating NOS principles. School Science and Mathematics, 109(8), 484-495.
NCES (2001). Highlights from the Third International Mathematics and Science Study–Repeat (TIMSS-R). Retrieved from http://nces.ed.gov/pubs2001/2001027.pdf
NCES (2004). Highlights from the Trends in Third International Mathematics and Science Study (TIMSS) 2003. Retrieved from http://nces.ed.gov/pubs2005/2005005.pdf
NSTA Board of Directors (2000). NSTA Position Statement: The Nature of Science. Retrieved from http://www.nsta.org/about/positions/natureofscience.aspx
NSTA Board of Directors (2005). NSTA Position Statement. Retrieved from http://www.nsta.org/about/positions/natureofscience.aspx
Ogunniyi, M., Jegede, O., Ogawa, M., Yandila, C., & Oladele, F. (1995). Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, and the Philippines. Journal of Research in Science Teaching, 32(8), 817-831.
Patton, M. Q., (2002). Qualitative Research and Evaluation Methods. Retrieved August 12, 2011, from http://www.google.com/books?hl=tl&lr=&id=FjBw2oi8El4C&oi=fnd&pg=PP23&dq=qualitative+research+and+evaluation+methods&ots=bum0cBNJyM&sig=Ce6rRhgIpatiD_kNm65wDkVSc0c#v=onepage&q&f=false
Posnanski, T., (2010). Developing understanding of the nature of science within the professional development program for in-service elementary teachers: Project nature of elementary science teaching. Journal of Science Teacher Education, 21, 589-621.
Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). London: Sage Publication Ltd.
Rutledge, M. (2005). Making the nature of science relevant: Effectiveness of an activity that stresses critical thinking skills. The American Biology Teacher, 67(6), 329-333.
Sahin, N., Deniz, S., & Gorgen, I. (2006). Student teachers' attitudes concerning understanding the nature of science in Turkey. International Education Journal, 7(1), 51-55.
Saldaña, J. (2009). The coding manual for qualitative researchers. London: Sage
Schwartz, R. & Lederman, N., (2002). It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
Schwartz, R., Lederman, N., Rola, K., Lederman, J., Sweeney, J., Lee, M. et al., (2002). Explicit / reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, (pp. 1-23).
Shah, M. Z. (2009). Exploring the conceptions of a science teacher from Karachi about the nature of science. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 305-315.
Talisayan, V., Balbin, C., & De Guzman, F. (2006). Predictors of Student Achievement in TIMSS 1999 and Philippine Results. Retrieved from http://www.google.com.ph/books?hl=en&lr=&id=moKQJZdZfc8C&oi=fnd&pg=PA225&dq=Philippines+performance+on+TIMSS&ots=bmnkNlO6hy&sig=0MzpmiepOcqridNxIhMVZGSmrJ8&redir_esc=y#v=onepage&q=Philippines%20performance%20on%20TIMSS&f=false
Tesch, R. (1990). Qualitative research: Analytic types and software tools. Lewis: Falmer Press. Thye, T. L., & Kwen, B. H. (2004). Assessing the nature of science views of Singaporean pre-service teachers. Australian Journal of Teacher Education, 29(2), 1-10.
Wang, J. R. (2001). Improving elementary teachers' understanding of the nature of science and instructional practice. Paper presented at the Annual Meeting of the National Association for Research in Science teaching, (Proceedings: pp. 1-31).
AAAS (1998). Project 2061. Science literacy for a changing future: Update 1998-1999. Washington D.C.
Abd-El-Khalick, F. (2001). Embedding nature of science instruction in pre-service elementary science courses: Abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215-233.
Abd-El-Khalick, F., & Akerson, V. (2004). Learning as conceptual change: Factors mediating the development of pre-service elementary teachers' views of nature of science. Science Teacher Education, 88, 785-810.
Abd-El-Khalick, F., & Lederman, N. (2000). Improving science teachers' conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.
Abd-El-Khalick, F., Bell, R., & Lederman, N. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
Achieve (2010a). What states should know about international standards in science: highlights from Achieve's analysis. US: Achieve, Inc.
Achieve (2010b). International science benchmarking report. Taking the lead in science education: forging next generation science standards. US: Achieve, Inc.
Akarsu, B., (2007). What are the effects of teaching experience on in-service elementary science teachers' conceptions of the nature of science? Proceedings from the Association for Science Teacher Education (ASTE) Conference, (pp. 1-15).
Akcay, B. (2006). The analysis of how to improve student understanding of the nature of science: a role of teacher. Asia-Pacific Forum on Science Learning and Teaching, 7(2), 1-13.
Akerson, V., Abd-El-Khalick, F., & Lederman, N. (2000). Influence of a reflective explicit activity-based approach on elementary teachers' conception of nature of science. Journal of Research in Science Teaching, 37(4), 295-317.
Akerson, V., Cullen, T., & Hanson, D. (2009). Fostering a community of practice through a professional development program to improve elementary teachers' views of NOS and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113.
Auerbach, C., & Silverstein, L. (2003). Qualitative data: An introduction to coding and analysis. New York: New York University Press.
Bell, R., Lederman, N., Abd-El-Khalick, F. (2000). Developing and acting upon one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581.
Bianchini, J., & Solomon, E. (2003). Constructing views of science tied to issues of equity and diversity: A study of beginning science teachers. Journal of Research in Science Teaching, 40(1), 53-76.
Bowen, G. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
Bybee, R., & Champagne, A., (2000). The national science education standards. The Science Teacher, 67(1), 54-55.
CHED Memorandum Order No. 30 (2004). Revised Policies and Standards for Undergraduate Teacher Education Curriculum. Retrieved from http://www.ched.gov.ph/policies/CMO2004/CMO%2030%20S.%202004.pdf
CHED Memorandum Order No. 59 (1996). New General Education Curriculum. Retrieved from http://www.ched.gov.ph/policies/index.html
Cochrane, B. (2003). Developing pre-service teachers' views of the nature of science: Examining the effectiveness of intervention types. Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science, (Proceedings pp. 1-10).
Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Thousand Oaks: Sage.
Collins, A., (1997). National science education standards: looking backward and forward. The Elementary School Journal, 97(4), 299-313.
Creswell, J. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (3rd ed.). New Jersey: Pearson Education Inc.
Department of Education (DepEd) (2009). Basic Education Statistics Fact Sheet. Retrieved June 16, 2010, from http://www.deped.gov.ph/cpanel/uploads/issuanceImg/Factsheet2009%20Sept%2022.pdf
Department of Education (NETRC) (2013). NAT Overview and 2012 Test Results. Retrieved August 10, 2014 from http://www.depedqc.ph/announcements/2013-NATGUIDELINES/2013%20NAT%20Overview%20-%20QC.pdf
Halai, N., & Hodson, D., (2004). Munazza's story: Shedding light on a science teacher's conceptions of the nature of science through a life history study. Canadian Journal of Science and Technology Education, 4(2), 193-208.
Hanuscin, D., Akerson, V., & Phillipson-Mower, T. (2006). Integrating nature of science instruction into a physical science content course for pre-service elementary teachers. Science Teacher Education, 90, 912-935.
Hipkins, R., & Barker, M. (2005). Teaching the ”˜nature of science': Modest adaptations or radical reconceptions? International Journal of Science Education, 27(2), 243-254.
Holbrook, J., & Rannikmae, M. (2007). The nature of science education for enhancing scientific literacy. International Journal of Science Education, 29(11), 1347-1362.
Jackson, K., & Trochim, W. (2002). Concept mapping as an alternative approach for the analysis of open-ended survey responses. Organization Research Methods, 5(4), 307-336.
Kattoula, E., Verma, G., & Martin-Hansen, L., (2009). Fostering pre-service teachers' “nature of science” understandings in a Physics course. Journal of College Science Teaching, 18-26.
Kellehear, A. (1993). The unobtrusive researcher: a guide to methods. Crow's Nest NSW: Allen and Unwin
Koksal, M. S. (2009). An instructional design model to teach nature of science. Asia-Pacific Forum on Science Learning and Teaching, 10(2), 1-18.
Krosnick, J. (1999). Survey research. Annual Reviews Psychology, 50, 537-567.
Kucuk, M. (2008). Improving pre-service elementary teachers' views of the nature of science using explicitreflective teaching in a science, technology and society course.
Australian Journal of Teacher Education, 33(2), 16-40.
Lederman, N. (1999). Teachers' understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
Lederman, N., Abd-El-Khalick, F., Bell, R., & Schwartz, R. (2002). Views of the nature of science questionnaire: toward valid and meaningful assessment of learners' conceptions of nature of science. Journal of Research in Science Teaching, 39(6),497-521.
Lederman, N., Schwartz, R., Abd-El-Khalick, F., & Bell, R. (2001). Pre-service teachers' understanding and teaching of nature of science: an intervention study. Canadian Journal of Science, Mathematics & Technology Education, 1(2), 135-160.
Liang, J. C., Lee, M. H., & Tsai, C. C. (2010). The relations between scientific
epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19(1), 43-59.
Lotter, C., Singer, J., & Godley, J. (2009). The influence of repeated teaching and reflection on pre-service teachers' views of inquiry and nature of science. Journal of Science Teacher Education, 20, 553-582.
Lunn, S. (2002). What we think we can safely say: Primary teachers' views of the nature of science. British Educational Research Journal, 28(5), 649-672.
Martin-Dunlop, C. (2004). Perception of the learning environment, attitudes towards science, and understanding of the nature of science among prospective elementary teachers in an innovative science course. Unpublished doctoral thesis, Curtin University of Technology, Australia.
Mathison, S. (1988). Why triangulate? Educational Researcher, 17(2), 13-17.
McDonald, C. V. (2008). Exploring the influence of science content course incorporating explicit nature of science and argumentation instruction on pre-service primary teachers' views of nature of science. Unpublished doctoral thesis, Queensland University of Technology, Australia.
Mellado, V., Bermejo, M., Blanco, L., & Ruiz, C. (2007). The classroom practice of prospective secondary biology teacher and his conception of the nature of science and of teaching and learning science. International Journal of Science and Mathematics Education, 6(1), 37-62.
Meyer, D., & Avery, L. (2009). The flow lab: a simple activity for generating NOS principles. School Science and Mathematics, 109(8), 484-495.
NCES (2001). Highlights from the Third International Mathematics and Science Study–Repeat (TIMSS-R). Retrieved from http://nces.ed.gov/pubs2001/2001027.pdf
NCES (2004). Highlights from the Trends in Third International Mathematics and Science Study (TIMSS) 2003. Retrieved from http://nces.ed.gov/pubs2005/2005005.pdf
NSTA Board of Directors (2000). NSTA Position Statement: The Nature of Science. Retrieved from http://www.nsta.org/about/positions/natureofscience.aspx
NSTA Board of Directors (2005). NSTA Position Statement. Retrieved from http://www.nsta.org/about/positions/natureofscience.aspx
Ogunniyi, M., Jegede, O., Ogawa, M., Yandila, C., & Oladele, F. (1995). Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, and the Philippines. Journal of Research in Science Teaching, 32(8), 817-831.
Patton, M. Q., (2002). Qualitative Research and Evaluation Methods. Retrieved August 12, 2011, from http://www.google.com/books?hl=tl&lr=&id=FjBw2oi8El4C&oi=fnd&pg=PP23&dq=qualitative+research+and+evaluation+methods&ots=bum0cBNJyM&sig=Ce6rRhgIpatiD_kNm65wDkVSc0c#v=onepage&q&f=false
Posnanski, T., (2010). Developing understanding of the nature of science within the professional development program for in-service elementary teachers: Project nature of elementary science teaching. Journal of Science Teacher Education, 21, 589-621.
Punch, K. (2005). Introduction to social research: Quantitative and qualitative approaches (2nd ed.). London: Sage Publication Ltd.
Rutledge, M. (2005). Making the nature of science relevant: Effectiveness of an activity that stresses critical thinking skills. The American Biology Teacher, 67(6), 329-333.
Sahin, N., Deniz, S., & Gorgen, I. (2006). Student teachers' attitudes concerning understanding the nature of science in Turkey. International Education Journal, 7(1), 51-55.
Saldaña, J. (2009). The coding manual for qualitative researchers. London: Sage
Schwartz, R. & Lederman, N., (2002). It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205-236.
Schwartz, R., Lederman, N., Rola, K., Lederman, J., Sweeney, J., Lee, M. et al., (2002). Explicit / reflective instructional attention to nature of science and scientific inquiry: Impact on student learning. Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science, (pp. 1-23).
Shah, M. Z. (2009). Exploring the conceptions of a science teacher from Karachi about the nature of science. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 305-315.
Talisayan, V., Balbin, C., & De Guzman, F. (2006). Predictors of Student Achievement in TIMSS 1999 and Philippine Results. Retrieved from http://www.google.com.ph/books?hl=en&lr=&id=moKQJZdZfc8C&oi=fnd&pg=PA225&dq=Philippines+performance+on+TIMSS&ots=bmnkNlO6hy&sig=0MzpmiepOcqridNxIhMVZGSmrJ8&redir_esc=y#v=onepage&q=Philippines%20performance%20on%20TIMSS&f=false
Tesch, R. (1990). Qualitative research: Analytic types and software tools. Lewis: Falmer Press. Thye, T. L., & Kwen, B. H. (2004). Assessing the nature of science views of Singaporean pre-service teachers. Australian Journal of Teacher Education, 29(2), 1-10.
Wang, J. R. (2001). Improving elementary teachers' understanding of the nature of science and instructional practice. Paper presented at the Annual Meeting of the National Association for Research in Science teaching, (Proceedings: pp. 1-31).
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Published
Nov 20, 2015
Article Details
How to Cite
Caga-anan, K. P., & O’Toole, J. M. (2015). Pre-service science teachers’ conceptions of the nature of science and its relationship to classroom practice. Asia Pacific Higher Education Research Journal (APHERJ), 2(1). https://doi.org/10.56278/apherj.v2i1.92
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Research Article