A.

Impact of a Science Methods Course on Pre-Service Science Teachers’ Understanding of Nature of Science Macy Gleason and Dr. Julie Angle Oklahoma State University Methods

Abstract

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I believe that any scientific knowledge Yes. The theory of evolution is a that has much backing to it will remain theory because though it has legitimate, but I also think that as we extensive evidence to support it, it study areas more closely over tie, our is not concrete. A scientific law is understanding of such areas are bound proven over and over again with 08-KS-F-1314 to change. Evolution is one area that the same results, making it we have gained more knowledge about concrete. over the last few centuries, which in turn allows us to understand more about the changes of species over time. I definitely think that our understanding A scientific theory and scientific of science through scientific evidence law are not the same. A scientific and the resulting scientific knowledge theory helps to explain a scientific D-KS-F-1314 will change over time. It is the nature law. A scientific theory does not of science that our understanding of "grow up" and become a law over certain areas of sience will change as time, just as a scientific law cannot new empirical evidence is found. become a scientific theory, either.

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Implications

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Scores

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Nature of Scientific Laws Number of Students

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Tentative Number of Students

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Abd-El-Khalic, F., & Lederman, N. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.

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Akerson, V.L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching. 37(4), 295-317.

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American Association for the Advancement of Science (AAAS). (1993). Benchmarks for Science Literacy. Oxford University Press.

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Creative and Imaginative

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Models

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References Abd-El-Khalick, F. (2012). Teaching with and about nature of science, and science teacher knowledge domains. Science and Education, Advance online publication. Doi: 10.1007/s11191-012-9520-2.

Inferential

Differences and Relationships Between Theories and Laws

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Social and Cultural Embeddness

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It is recommended that teacher education programs provide PST with a science methods course that moves beyond implicit NOS instruction. It is not enough for PST to conduct science research or to develop lessons or to engage in inquiry activities without NOS being explicitly addressed. Teacher preparation programs should actively engage PST in class discussions and personal reflections where NOS is addressed

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Theory Laden Number of Students

Yes. I believe that science is a forever Scientific theory is simply a theory changing subject. With new it is not 100% backed up yet. If 08-DL-F-1314 advancements in technology and the something is a law then it has changing of minds comes new ideas been tested multiple times and has and possibilities. held up to be 100% true. Yes I think that science will change Yes. A theory can be used to many times in the future. For example explain something. A law states from the theory that the world was flat. why it could be. Theories are It took people decades to discover that forever changing. They are not set it was in fact round. Science will in stone. They have evidence that change because technology is supports them but they can be constantly changing. My children and changed as new evidence presents D-DL-F1314 grandchildren will have access to itself. A law can also be changed. technology that I never thought It is not set in stone either. They possible. This can be used to for new provide an explanation for hypothesis and test new things. something and provide empirical evidence for it. But as new technology presents itself laws can be changed as well. They are not concrete.

Nature of Scientific Theories

Number of Students

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Number of students

Question 3: Scientists produce Question 8: Is there a difference Score: Grader 1 scientific knowledge. Do you think this between a scientific theory and a knowledge may change in the future? scientific law? Illustrate your Explain your answer and give an answer with an example. example.

Emprical

Number of Students

The purpose of this research was to identify the extent that a science methods course, that incorporate a STEM research component, could change a pre-service science teacher’s (PST) view of nature of science (NOS).

Participant

Based on pre/post VNOS-D+ scores PSTs understanding of NOS increased overall, thus supporting the hypothesis, but increases were minimal. According to the instructor of the Science Methods course, NOS was only implicitly addressed. For example, while the tenants of NOS were acknowledged and the meanings were addressed during class discussions, the course did not lend itself for students to reflect on how to develop lessons that explicitly address these tenants. It is often assumed that PST develop an increased understanding of NOS simply by engaging in inquiry lessons or science research. This study supports research that suggest implicit NOS instruction fails to significantly increase PTSs’ understanding of NOS.

Data

Number of Students

Nature of science is a critical component of scientific literacy and refers to the epistemology of science, or the values and beliefs inherent to the development of scientific knowledge (Abd-El-Khalic & Lederman, 2000; Lederman, 1992). Research studies indicate that teaching approaches emphasizing the components of nature of science have the ability to enhance students’ scientific literacy (Holbrook & Rannikmae, 2007; Lederman, Abd-El-Khalick, Bell, & Schwartz, 2002; Osborne, Collins, Ratcliffe, Millar, & Duschl, 2003; Songer & Linn, 1991).

Nature of Scientific Laws Tenet: Example of Student Response and Score

Number of Students

The goal of science education is to produce a scientifically literate populace (AAAS, 1993, NRC 1996, NRC, 2012). Science literacy is defined by the National Research Council (1996, p.22) as “the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.” Science literacy encompasses science content knowledge, the methods or practices of science, and the nature of science.

Data indicates that PST enrolled in a Science Methods course had slight increases in their understanding of NOS based on the results of pre/post VNOS scores. However, while student scores increased, the increases were minimal. Pre-VNOS scores indicated that many students held Naïve to Emerging Views for a majority of the ten NOS tenets. Post VNOS scores indicated that most students increased to a more solid Emerging View. Few PST developed Informed Views.

Number of Students

Introduction

Participants included 17 pre-service science teachers enrolled in a Secondary Science Methods course at Oklahoma State University. As part of the methods course, participants enrolled in the course took a pre and post VNOS assessment. As part of the requirements for the methods course, students were expected to conduct a 12 week research experience under the mentorship of OSU STEM research faculty. A newly developed VNOS scoring rubric was used to assess students understanding of the tenets of nature of science. Students were assessed as having one of three views: Naïve, Emerging, or Informed. Two reviewers were used to score participant responses.

Number of Students

It was hypothesized that pre-service science teachers’ (PST) understanding of nature of science would increase after completing a science methods course that incorporated a STEM research component. To identify students potential change in their understanding of NOS, a VNOS-D+ instrument was used in the study. Results indicated that while a majority of students demonstrated an increase in understanding of NOS, the increase was minimal. This lends support to explicit instruction in NOS.

Conclusion

Results

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Holbrook, J., & Rannikmae, M. (2007). Nature of science education for enhancing scientific literacy. International Journal of Science Education, 2 9, 1347-1362. Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39, 551-578. Lederman, N. (1992). Students’ and teachers’ conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of Nature of Science Questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497-521.

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National Research Council. (1996). National Science Education Standards. Washington, DC:National Academy Press. National Research Council. (2012). A Framework for K-12 science Education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press. Songer, N., & Linn, M. (1991). How do students' views of science influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.