Journal article
Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers
International journal of science education, Vol.24(8), pp.785-802
08/01/2002
DOI: 10.1080/09500690110110098
Abstract
This paper reports on the processes and outcomes of practices in a preservice, elementary science methods course designed to: (1) fathom existing student perceptions of the nature of science and (2) move students from holding individually constructed, typically limited views on the nature of science towards more rich, publicly negotiated views. In the course of 15 weeks, 27 preservice elementary students engaged in a series of individual and collaborative exercises that required them to explore their tacit and explicit knowledge about the nature of science. The data were analysed using the interpretative-descriptive approach. Analyses revealed notable, positive changes in the language students used to describe both the nature and structure of the scientific enterprise. The findings of this study support continued efforts in the search for ways of understanding and affecting the views of science that preservice elementary teachers typically hold.
Details
- Title: Subtitle
- Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers
- Creators
- John A Craven - Queens College/City University of New York, United StatesBrian Hand - Iowa State UniversityVaughan Prain - La Trobe University
- Resource Type
- Journal article
- Publication Details
- International journal of science education, Vol.24(8), pp.785-802
- Publisher
- Taylor & Francis
- DOI
- 10.1080/09500690110110098
- ISSN
- 0950-0693
- eISSN
- 1464-5289
- Language
- English
- Date published
- 08/01/2002
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371104802771
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