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Khishfe Rola & Lederman Norman (2006). « Teaching nature of science within a controversial topic : Integrated versus nonintegrated ». Journal of Research in Science Teaching, vol. 43, n° 4, mars, p. 395–418.
Added by: Agnès Cavet (01 Jan 1970 01:00:00 Europe/Paris) |
| Resource type: Journal Article BibTeX citation key: Khishfe2006  |
Categories: General Keywords: enseignement des langues étrangères, question vive, sciences, sciences et société Creators: Khishfe, Lederman Collection: Journal of Research in Science Teaching |
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| Abstract |
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"This study investigated the influence of two different explicit instructional approaches in promoting more informed understandings of nature of science (NOS) among students. Participants, a total of 42 students, comprised two groups in two intact sections of ninth grade. Participants in the two groups were taught environmental science by their regular classroom teacher, with the difference being the context in which NOS was explicitly taught. For the integrated group, NOS instruction was related to the science content about global warming. For the nonintegrated group, NOS was taught through a set of activities that specifically addressed NOS issues and were dispersed across the content about global warming. The treatment for both groups spanned 6 weeks and addressed a unit about global warming and NOS. An open-ended questionnaire, in conjunction with semistructured interviews, was used to assess students' views before and after instruction. Results showed improvements in participants' views of NOS regardless of whether NOS was integrated within the regular content about global warming. Comparison of differences between the two groups showed slightly greater improvement in the informed views of the integrated group participants. On the other hand, there was greater improvement in the transitional views of the nonintegrated group participants. Therefore, the overall results did not provide any conclusive evidence in favor of one approach over the other. Implications on the teaching and learning of NOS are discussed."
Added by: Agnès Cavet |