ARTICLE

EPISTEMOLOGICAL BELIEFS AND PHILOSOPHICAL PERSPECTIVE OF THE SCIENCE AND MATHEMATICS TEACHERS ABOUT THE NATURE OF SCIENCE

  1. HOME
  2. ARTICLE

34 Pages : 356-369

http://dx.doi.org/10.31703/gssr.2020(V-II).34      10.31703/gssr.2020(V-II).34      Published : Jun 2020

Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science

Abstract

    The focus of the research was to find science teachers' philosophy about the nature of science NOS in philosophical perspectives serving in the public sector universities of Pakistan. The descriptive research method was used to investigate the difference in perceptions of the science teachers about NOS on the basis of gender and subject. An online questionnaire was utilized in order to gather data from respondents. Different constructs of NOS were identified to explore. The female teachers had more understandings about NOS than male teachers. The teachers of mathematics were positivists and decontextualized view of NOS. Male teachers were having an inductivist view of NOS. Physics teachers believed in inductivism. The teachers of chemistry were having process and realism view of NOS. Mathematics teachers were found to have contextualized NOS. It is recommended to provide orientation to science teachers in order to build NOS towards concept clarification during the process of the teaching-learning process.

    (1) Farkhunda Rasheed Choudhary
    Assistant Professor, Faculty of Education, Allama Iqbal Open University, Islamabad, Pakistan.
    (2) Hina Noor
    Lecturer, Faculty of Education, Allama Iqbal Open University, Islamabad, Pakistan.
    (3) Tariq Javed
    SST, Federal Government Public School No. 2 (Boys), Tariqabad, Rawalpindi, Punjab, Pakistan.
Fulltext PDF

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701.
  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417-436.
  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
  • Apostolou, A. & Koulaidis, V. (2010). Epistemology and science education: a study of epistemological views of teachers, Research in Science & Technological Education, 28(2), 149-166, DOI: 10.1080/02635141003750396
  • Bartholomew, H. (2004). Teaching students 'ideas-about-science': Five dimensions of effective practice. Science Education, 88, 655-682.
  • Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and acting up on one's conception of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37, 563- 581.
  • Dedes, C., &Ravanis, K. (2008). History of Science and Conceptual Change: The Formation of Shadows by Extended Lights Sources. Science & Education, online first, 1-9.
  • Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK: Open University Press.
  • Duit, R., &Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671-688.
  • Galili, I., &Hazan, A. (2001). The Effect of a History-Based Course in Optics on Students' Views about Science. Science & Education, 10, 7-32.
  • Hagège H., Dartnell C., Sallantin J. (2007) Positivism against Constructivism: A Network Game to Learn Epistemology. In: Curable V., Takeda M., and Suzuki E. (Eds) Discovery Science. DS 2007. Lecture Notes in Computer Science, vol 4755. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-75488-6_10
  • Hodson, D. (1986). Philosophy of science and science education. Journal of Philosophy of Education, 20(2), 215-225.
  • Irwin, A. R. (2000). Historical Case Studies: Teaching the Nature of Science in Context. Science Education, 84(1), 5-26.
  • Javed, T., Buraira. Asghar, M. A. (2019). Effectiveness of Rhyme & Rhythm through Blended Learning, Journal of Applied Environmental and Biological Sciences, 9 (10), 1-9.
  • Klopfer, L. (1969). The teaching of science and the history of science. Journal of Research in Science Teaching, 6, 87-95.
  • Lederman, N. G. (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. (2006). Research on Nature of Science: Reflections on the Past, Anticipations of the Future. Foreword: Asia-Pacific Forum on Science Learning and Teaching.7 (1).
  • 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.
  • Lin, H. S., & Chen, C. C. (2002). Promoting PR eService Chemistry Teachers' Understanding about the Nature of Science through History. Journal of Research in Science Teaching, 39(9), 773-792.
  • Mansour, Nasser. (2009). Science Teachers' Beliefs and Practices: Issues, Implications and Research Agenda. International Journal of Environmental and Science Education. 4.
  • Matthews, M. R. (1994). Science Teaching. The Role of History and Philosophy of Science. New York, London: Routledge.
  • McComos, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents, In W. F. McComos (Ed.) The nature of science in science education: Rationales and strategies. Dordrecht, the Netherlands: Kluwer Academic Publishers, Pp. 41- 52.
  • Mıhladız,G., & DoÄŸanb, A. (2013), 5th World Conference on Educational Sciences - WCES 2013 Science teachers' views about NOS and the place of NOS in science teaching , Procedia - Social and Behavioral Sciences 116 ( 2014 ) 3476 - 3483, doi: 10.1016/j.sbspro.2014.01.787
  • Millar, R., & Driver, R. (1987). Beyond processes.Studies in Science Education.14, 33-62.
  • Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. London: King's College.
  • Monk, M. & Dillon, J. (Eds.) (1995). Learning to teach science: Activities for student teachers and mentors. London: Falmer
  • National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.
  • National Science Teachers Association. (1982).
  • Nott, M., & Wellington, J. (1998). A programme for developing understanding of the nature of science in teacher education, In W. F. McComas (Ed.) The nature of science in science education: Rationales and strategies. Dordrecht, the Netherlands: Kluwer Academic Publishers, Pp. 293- 313.
  • Palmquist, B. C., & Finley, F. N. (1997). Pre-service teachers' views of the Nature of Science during a Post baccalaureate Science Teaching Programme. Journal of Research in Science Teaching, 34(6), 595-615.
  • Park, D.Y., and Lee, Y.B., (2009).Different Conceptions of the Nature of Science Among Preservice Elementary Teachers of Two Countries , Journal of Elementary Science Education , Spring, 2009, Vol. 21, No. 2 (Spring,2009), pp. 1-14 ,Stable URL: https://www.jstor.org/stable/43155
  • Rajakumar, P. (2006). National focus group on Teaching of science. Bengal Offset Works, 335, Kapoor Road, Karol Bagh, New Delhi 110 005. Pp. 1-35.
  • Schwartz, R. S., & Lederman, N. G. (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, 205-236.
  • Seroglou, F., Koumaras, P., & Tselfes, V. (1998). History of Science and Instructional Design: The Case of Electromagnetism. Science & Education, 7(3), Pp. 261-80.
  • Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the Nature of Science through History: Action Research in the Classroom. Journal of Research in Science Teaching, 29(4), Pp. 409-421.
  • Suchting, W. A. (1995). The nature of scientific thought, Science & Education 4(1), 1-22.
  • Van Driel, J., De Vos, W., &Verloop, N. (1998). Relating Students' Reasoning to the History of Science: The Case of Chemical Equilibrium. Research in Science Education, 28(2), Pp. 187-198.
  • Vandervoort, F. S. (1983). What would John Dewey say about science teaching today? The American Biology Teacher.45 (1), Pp. 38-41.
  • Wandersee, J. H. (1986). Can the History of Science help Science Educators Anticipate Students' Misconceptions? Journal of Research in Science Teaching, 23(7), 581-597.
  • Wang, H. A., & Schmidt, W. H. (2001). History, philosophy and sociology of science in science education: Results from the Third International Mathematics and Science Study. Science and Education, 10, 51-70.
  • Welch, W.W. & Walberg, H.J. (1972). A national experiment in curriculum evaluation. American Educational Research Journal, 9, 373-383
  • YalçinoÄŸlu, P., Anagün, S., (2012). Teaching nature of science by explicit approach to the preservice elementary science teachers.11 (1), 118-136.

Cite this article

APA

    APA : Choudhary, F. R., Noor, H., & Javed, T. (2020). Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science. Global Social Sciences Review, V(II), 356-369. https://doi.org/10.31703/gssr.2020(V-II).34

CHICAGO

    CHICAGO : Choudhary, Farkhunda Rasheed, Hina Noor, and Tariq Javed. 2020. "Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science." Global Social Sciences Review, V (II): 356-369 doi: 10.31703/gssr.2020(V-II).34

HARVARD

    HARVARD : CHOUDHARY, F. R., NOOR, H. & JAVED, T. 2020. Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science. Global Social Sciences Review, V, 356-369.

MHRA

    MHRA : Choudhary, Farkhunda Rasheed, Hina Noor, and Tariq Javed. 2020. "Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science." Global Social Sciences Review, V: 356-369

MLA

    MLA : Choudhary, Farkhunda Rasheed, Hina Noor, and Tariq Javed. "Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science." Global Social Sciences Review, V.II (2020): 356-369 Print.

OXFORD

    OXFORD : Choudhary, Farkhunda Rasheed, Noor, Hina, and Javed, Tariq (2020), "Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science", Global Social Sciences Review, V (II), 356-369

TURABIAN

    TURABIAN : Choudhary, Farkhunda Rasheed, Hina Noor, and Tariq Javed. "Epistemological Beliefs and Philosophical Perspective of the Science and Mathematics Teachers about the Nature of Science." Global Social Sciences Review V, no. II (2020): 356-369. https://doi.org/10.31703/gssr.2020(V-II).34