Article
Education & Educational Research
Zeynep Merve Demirel, Semra Sungur, Jale Cakiroglu
Summary: The study aimed to investigate science teachers' views about the nature of science and their integration of the nature of science into instruction. The findings showed that teachers often confused scientific practices and scientific methods. They provided detailed explanations about the social-institutional system of science. The study also revealed that teachers who spent more time studying the nature of science were more likely to include it in their lessons.
SCIENCE & EDUCATION
(2022)
Article
Education & Educational Research
Oktay Kizkapan, Oguzhan Nacaroglu, Asli Saylan Kirmiziguel
Summary: This study examines the relationship between pre-service teachers' understanding of the Nature of Science (NOS), epistemic beliefs (EB), and pseudoscientific beliefs (PSB). It also investigates whether there is a difference in pre-service teachers' understanding of NOS and pseudoscientific beliefs based on their level of epistemological beliefs. The sample consisted of 159 pre-service science teachers, and the study used correlational design with Nature of Science, Epistemic Beliefs, and Pseudoscience Beliefs Scales to collect data. The results showed that pre-service teachers with sophisticated epistemic beliefs also had more sophisticated views of the nature of science. However, there was no significant correlation between pre-service teachers' pseudoscientific beliefs, epistemic beliefs, and views of the nature of science.
SCIENCE & EDUCATION
(2023)
Article
Education & Educational Research
Gunkut Mesci, Funda Yeildag-Hasancebi, Busra Tuncay-Yuksel
Summary: This study aimed to examine the NOS views and teachings of pre-service science teachers through the implementation of an argumentation-based explicit/reflective NOS instructional method. The study involved 41 pre-service science teachers at a state university in Turkey during the 2018-2019 academic year. It was found that the argumentation-based NOS teaching significantly improved the pre-service science teachers' NOS views, despite their initial lack of success in teaching. It is highly recommended to provide pre-service science teachers with ample opportunities to practice in order to transfer NOS knowledge into their teaching.
TEACHING AND TEACHER EDUCATION
(2023)
Article
Education & Educational Research
Sahar Alameh, Fouad Abd-El-Khalick, David Brown
Summary: Issues regarding the concept of scientific explanation have long been of interest to philosophers and science educators. However, there is a lack of research on conceptualizing explanation in science education. This study compares college freshmen science students, secondary science teachers, and practicing scientists in terms of their scientific explanations and views on scientific explanations. The analysis using a philosophically guided framework showed that scientists outperformed teachers and students. The findings highlight the need to further understand specific aspects of scientific explanation and provide an initial analytical framework for examining students' and science teachers' scientific explanations.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
(2023)
Article
Education & Educational Research
Xiaoming Shi
Summary: Numerous studies have shown that teaching the history and philosophy of science (POS) can help improve senior high school students' scientific literacy. This research analyzes the overlap between the conceptualizations of the nature of science (NOS) and the POS. The empirical results show that students who participated in this POS course significantly improved their scientific literacy and their understanding of the relationships among science, technology, and society.
SCIENCE & EDUCATION
(2023)
Review
Education & Educational Research
Jean Bosco Bugingo, Lakhan Lal Yadav, Innocent Sebasaza Mugisha, K. K. Mashood
Summary: This paper provides a review of literature on students' and teachers' views on the nature of science and instructional approaches used to develop understanding of the nature of science. The reviewed studies reveal misconceptions among students and teachers regarding certain aspects of the nature of science, and suggest that instructional approaches contribute positively to improving understanding. The findings also highlight the need for further research and interventions, particularly in developing countries.
SCIENCE & EDUCATION
(2022)
Article
Education & Educational Research
Jose Arao, Laurinda Leite, Emilia Nhalevilo
Summary: Chemistry students should not only learn the key concepts and processes of the discipline but also understand their historical development. However, undergraduate programs for chemistry teachers often neglect the training in the history of chemistry, which hinders future teachers from applying concepts in a historical context. This study examines the ability of Mozambican preservice chemistry teachers to assess the potential and limitations of analogies about atoms in their school textbooks. The results indicate that these teachers lack knowledge about the educational use of analogies and the historical evolution of atomic models. Therefore, integrating analogies into Chemical Education courses and introducing selected history of chemistry issues in undergraduate teacher education programs are recommended to better equip preservice teachers to handle historical analogical models of the atom.
SCIENCE & EDUCATION
(2023)
Article
Education & Educational Research
Hallie S. Edgerly, Jerrid W. Kruse, Jesse L. Wilcox
Summary: This study used a quantitative instrument SUSSI to investigate changes in NOS views of 60 elementary teachers participating in a STEM professional development program, finding differences in four NOS constructs from pre- to post-assessment.
RESEARCH IN SCIENCE EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Huinan Liu, Bo Chen, Kai Chen, Yanting Jing
Summary: This paper investigates the perceptions of scientific methods and their diversity among preservice chemistry teachers. Findings reveal that the participants have a satisfactory understanding of the components of Brandon's Matrix, but hold relatively naive views on the diversity of scientific methods. Several reasons contribute to this misunderstanding, including misinterpretation of item scenarios, misconceptions in identifying variable manipulation, grade disparity in scientificity, and past learning experience in chemistry. The implications of these findings for science education and further research are discussed.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Biographical-Item
Multidisciplinary Sciences
Parisa Mehrkhodavandi
Summary: The Nobel prizewinner revolutionized chemistry with the development of universal catalysts.
Article
Education & Educational Research
Allison Antink-Meyer, Anna Maria Arias
Summary: The study investigates changes in teachers' incorporation of epistemic practices in designing engineering lessons and how these changes relate to their views about the nature of engineering knowledge. Results show that teachers were able to design instruction with appropriate epistemic practices, but may not necessarily understand related features of the nature of engineering.
SCIENCE & EDUCATION
(2022)
Article
Education & Educational Research
Manuel Bachtold, David Cross, Valerie Munier
Summary: This paper addresses two methodological issues related to the assessment of teachers' views of science, showing implicative relations between teachers' views on NOS-type items and their views on SI-type items. The study suggests that teachers' consistency needs to be considered in combination with other types of knowledge and their practices of science teaching.
RESEARCH IN SCIENCE EDUCATION
(2021)
Article
Education & Educational Research
Jerrid Kruse, Isaiah Kent-Schneider, Sarah Voss, Kinsey Zacharski, Molly Rockefeller
Summary: This study explores students' perceptions of pedagogical activities reflecting various levels of contextualization and finds that students often view decontextualized and moderately contextualized activities as most representative of real science because they perceive themselves as acting like scientists. The study highlights the importance of teacher guidance in helping students notice how activities of all contextualization degrees accurately and inaccurately represent NOS.
SCIENCE & EDUCATION
(2021)
Article
Education & Educational Research
Richard Brock, Wonyong Park
Summary: Teaching about the nature of science (NOS) is an important goal of science education, but there is ongoing debate about defining NOS and using appropriate pedagogies and research strategies. This paper introduces a new taxonomy of NOS learning goals, including beliefs, knowledge, and understandings, and emphasizes the need for different approaches in teaching and assessing these aspects. The novel taxonomy aims to bring clarity to a confusing aspect of NOS research and may lead to more precise development of NOS pedagogies and assessment tools.
SCIENCE & EDUCATION
(2022)
Article
Green & Sustainable Science & Technology
Michiel van Harskamp, Marie-Christine P. J. Knippels, Wouter R. van Joolingen
Summary: The study finds that most science teachers see the added value of Environmental Citizenship (EC) but struggle to fully implement it due to perceived curriculum issues and challenges in activities like guiding discussions. Their narrow interpretation of citizenship education hinders successful promotion of EC in their lessons. Improving EC education may require explicit representation in the curriculum and targeted teacher professional development.
Article
Chemistry, Multidisciplinary
Vesna D. Milanovic, Dragica D. Trivic, Biljana I. Tomasevic
JOURNAL OF THE SERBIAN CHEMICAL SOCIETY
(2015)
Article
Chemistry, Multidisciplinary
Biljana Tomasevic, Dragica Trivic
JOURNAL OF THE SERBIAN CHEMICAL SOCIETY
(2015)
Article
Education & Educational Research
Katarina Putica, Dragica D. Trivic
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
(2016)
Article
Chemistry, Multidisciplinary
Dragica D. Trivic, Vesna D. Milanovic
JOURNAL OF THE SERBIAN CHEMICAL SOCIETY
(2018)
Article
Education & Educational Research
Vesna D. Milanovic, Dragica D. Trivic
SCIENCE & EDUCATION
(2020)
Article
Education & Educational Research
Vesna D. Milanovic, Dragica D. Trivic, Biljana Tomasevic
Summary: The study shows that most chemistry teachers believe that the history of chemistry is beneficial for students' understanding, but they consider the contribution of historical context to the understanding of chemical concepts to be only moderate. Teachers need additional support to incorporate historical topics into their regular teaching practice.
RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION
(2023)
Article
Education & Educational Research
Milos S. Kozic, Dragica D. Trivic
Summary: This research study explored the effectiveness of industry field trips in improving students' understanding of chemical concepts and processes, specifically in the context of waterworks. The findings showed that the activities in the waterworks context enhanced students' understanding of the studied concepts and their recognition of the relevance of this context in their personal and professional lives.
JOURNAL OF BALTIC SCIENCE EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Lidija Ralevic, Biljana Tomasevic, Dragica Trivic
Summary: This study aimed to compare the effects of online asynchronous learning and face-to-face learning on student achievements, and the results suggest that similar results can be achieved with asynchronous online learning as with face-to-face learning when school-based education is not possible.
JOURNAL OF THE SERBIAN CHEMICAL SOCIETY
(2022)
Article
Chemistry, Multidisciplinary
Biljana I. Tomasevic, Dragica D. Trivic, Vesna D. Milanovic, Lidija R. Ralevic
Summary: The study aims to investigate the effects of a professional development programme for chemistry teachers on their assessment competencies. Results show that the programme has a positive impact on enhancing teachers' assessment skills and designing various assessment tasks.
JOURNAL OF THE SERBIAN CHEMICAL SOCIETY
(2021)
Article
Education & Educational Research
Dragica D. Trivic, Milanka Dzinovic, Vesna D. Milanovic, Ljiljana Zivkovic
JOURNAL OF BALTIC SCIENCE EDUCATION
(2019)
Article
Education & Educational Research
Dragica D. Trivic, Vesna D. Milanovic, Jasmina Sefer
ZBORNIK INSTITUTA ZA PEDAGOSKA ISTRAZIVANJA
(2018)
Article
Education & Educational Research
Vesna D. Milanovic, Dragica D. Trivic
CHEMISTRY EDUCATION RESEARCH AND PRACTICE
(2017)
Article
Education & Educational Research
Katarina B. Putica, Dragica D. Trivic
JOURNAL OF BALTIC SCIENCE EDUCATION
(2017)
Article
Education & Educational Research
Vesna D. Milanovic, Dragica D. Trivic
JOURNAL OF BALTIC SCIENCE EDUCATION
(2017)
