An Activity on Teaching the Nature of Science: Magnetic Field Lines
Abstract
The aim of this study is to introduce an activity on magnetic fields prepared in order to improve high school students’ views on the nature of science. The activity was prepared according to explicit-reflective approach, which is one of the nature of science teaching methods. The nature of science elements intended to obtain with the activity are as follows: Changeability of scientific knowledge, its empirical nature, its subjective nature, its partly being a product of creativity and imagination, the difference between observation and inference. The activity on magnetic field lines was prepared including these elements and was expert reviewed. After revisions were made according to the views of experts, a pilot activity was implemented with five 12th grade students. The video recordings, observation notes, activity papers used in the process and opinions of the students in the activity were analyzed. At the end of the study, it was found that the students were not able to make the distinction between observation and inference; however, the desired level was reached with respect to other elements using explicit-reflective approach.
References
Abd-El-Khalick, F. & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673–699.
Abd-El-Khalick, F. & Lederman, N. G. (1998). Avoiding de-natured science: activities that promote understanding of the nature of science. In W. McComas (Ed.), The nature of science in science education: rationales and strategies (pp. 83–126). Printed in Netherlands: Kluwer Academic Publishers.
Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701.
Abd-El-Khalick, F. (2001). Embedding nature of science in pre-service elementary science courses: abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215–233.
Abd-El-Khalick, F. (2002). Rutherford's enlarged: a content-embedded activity to teach about nature of science. Physics Education, 37(1), 64–68.
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(4), 417–436.
Abruscato, J. (1996). Teaching children science: a discovery approach (4th ed.). Boston, MA: Allyn & Bacon.
Aikenhead, G. S. & Ryan, A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76(5), 477–491.
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.
American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
Aycan, Ş. & Yumuşak, A. (2002, October). Lise müfredatındaki fizik konularının anlaşılma düzeyleri üzerine bir araştırma. Poster session presented at the annual meeting of the V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara. http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Fizik/Poster/t96d.pdf. Accessed 10 March 2008.
Ayvacı, H. Ş. (2007). Bilimin doğasının sınıf öğretmeni adaylarına kütle çekim konusu içerisinde farklı yaklaşımlarla öğretilmesine yönelik bir çalışma. Doctoral dissertation, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
Bell, R. L. (2009). Teaching the nature of science: three critical questions. National Geographic. http://www.ngsp.com/Portals/0/downloads/SCL22-0449A_AM_Bell.pdf. Accessed 10 October 2009.
Bell, R. L., Lederman, N. G. & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: a follow up study. Journal of Research in Science Teaching (37)6, 563–581.
Beşli, B. (2008). Fen bilgisi öğretmen adaylarının bilim tarihinden kesitler incelemelerinin bilimin doğası hakkındaki görüşlerine etkisi. Master's thesis, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
Brickhouse, N. W., Dagher, Z. R., Letts, W. J. & Shipman, H. L. (2000). Diversity of students’ views about evidence, theory and the interface between science and religion in an astronomy course. Journal of Research in Science Teaching, 37(4), 340–362.
BouJaoude, S. (1996, April). Epistemology and sociology of science according to Lebanese educators and students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO
Clough, M. P. & Olson, J. K. (2001, March). Effects of contextualized and decontextualized nature of science instruction on teachers’ classroom implementation practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), St. Louis, MO.
Cobern, W. & Loving, C. (1998). The card exchange introducing the philosophy of science. In W. F. Mccomas (Ed.), The nature of science and science education: rationales and strategies (pp. 73–82). Printed in Netherlands: Kluwer Academic Publishers.
Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science. Unpublished master’s thesis, Ortadoğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
Doğan, N. (2010). Farklı liselerde okuyan 11. sınıf öğrencilerinin bilimin doğası hakkındaki bakış açılarının karşılaştırılması. Gazi Eğitim Fakültesi Dergisi, 30(2), 533–560.
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young people's images of science. Buckingham: Open University Press.
Griffiths, A. K. & Barman, C. R. (1995). High school students’ views about the nature of science: results from three countries. School Science and Mathematics, 95, 248–255.
Grosslight, L., Unger, C., Jay, E.& Smith, C. L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.
Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84(1), 5–26.
Khisfe, 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(7), 551–578.
Khishfe, R. F. (2004). Relationship between students’ understandings of nature of science and instructional context. Doctoral dissertation, The Illinois Institute of Technology, Chicago.
Khishfe, R. & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, (29)8, 939–961.
Kuhn, T. S. (2008). Bilimsel devrimlerin yapısı. İstanbul: Kırmızı Yayınları.
Küçük, M. (2006). Bilimin doğasını ilköğretim 7.sınıf öğrencilerine öğretmeye yönelik bir çalışma. Doctoral dissertation, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Lederman, N. G. & O'Malley, M. (1990). Students' perceptions of the tentativeness in science: development, use, and sources of change. Science Education, 74, 225–239.
Lederman, N. G. & Abd-El-Khalick, F. (1998). Avoiding de-natured science: activities that promote understandings of the nature of science. In W. F. Mccomas (Ed.), The nature of science and science education: rationalesand strategies, (pp. 83–126). Printed in Netherlands: Kluwer Academic Publishers.
Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching (36)8, 916–929.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
Lee, Y. C. (2007). Teaching the nature of science through practical problem solving in dailylife contexts. School Science Review, 88(324), 97–105.
Martin, R., Sexton, C. & Gerlovich, J. (2002). Teaching science for all children: Methods for constructing understanding (2nd ed.). Boston: Allyn and Bacon.
McComas, W. F. (1993, April). The effects of an intensive summer laboratory internship on secondary students’ understanding of the NOS as measured by the test on understanding of science (TOUS). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
McComas, W. F. (1998). A thematic introduction to the nature of science: the rationale and content of a course for science educators. In W. F. McComas (Ed.), The nature of science and science education: rationales and strategies (pp. 211–222). Printed in Netherlands, Kluwer Academic Publishers.
Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: data from a case of curriculum development. Journal of Research in Science Teaching, (29)4, 389–407.
Moss, D. M., Abrams, E. D. & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education (23)8, 771–790.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council. (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
Öner Armağan, F. (2015). Cognitive Structures of Elementary School Students: What is Science? European Journal of Physics Education, 6(2), 54-73.
Palmquist, B. C. & Finley, F. N. (1997). Preservice teachers’ views of the nature of science during a post baccalaureate science teaching program. Journal of Research in Science Teaching 34(6), 595–615.
Popper, K. R. (1998). Bilimsel araştırmanın mantığı. Yapı Kredi Yayınları.
Ryder, J., Leach, J. & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201–220.
Sadler, T. D., Chambers, F. W. & Zeidler, D. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387–409.
Schwartz, R. S. & Lederman, N. G. (2000, January). Nature of science and classroom instruction: a comparison of two preservice teachers. Presentation at the annual meeting of the Association for the Education of Teachers in Science, Akron, OH.
Sencer, M. (1998). Bilim tarihinde dönüm noktaları. Say Yayınları.
Smith, C. L., Maclin, D., Houghton, C. & Hennessey, M. G. (2000). Sixth-grade students’ epistemologies of science: the impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349–422.
Snow, C. P. (2001). İki kültür. Tübitak popüler bilim kitapları. Ankara: Tübitak Yayınları.
Solomon, J., Duveen, J. & Scot, L. (1992). Teaching about the nature of science through history: action research in the classroom. Journal of Research in Science Teaching, 29(4), 409–421.
Türkmen, L. & Bonnstetter, R. (1998). Inclusion of the nature of science in Turkish science education curriculum (K-11): as a different approach. Science Education International, (9)4, 15–19.
Yıldırım, A. & Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldırım, C. (1999). Bilim tarihi. Büyük fikir kitapları dizisi: 50. İstanbul: Remzi Kitabevi.
Yıldırım, C. (2008). Bilim felsefesi. Büyük fikir kitapları dizisi: 35. İstanbul: Remzi Kitabevi.
Abd-El-Khalick, F. & Lederman, N. G. (1998). Avoiding de-natured science: activities that promote understanding of the nature of science. In W. McComas (Ed.), The nature of science in science education: rationales and strategies (pp. 83–126). Printed in Netherlands: Kluwer Academic Publishers.
Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701.
Abd-El-Khalick, F. (2001). Embedding nature of science in pre-service elementary science courses: abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215–233.
Abd-El-Khalick, F. (2002). Rutherford's enlarged: a content-embedded activity to teach about nature of science. Physics Education, 37(1), 64–68.
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(4), 417–436.
Abruscato, J. (1996). Teaching children science: a discovery approach (4th ed.). Boston, MA: Allyn & Bacon.
Aikenhead, G. S. & Ryan, A. G. (1992). The development of a new instrument: “Views on science-technology-society” (VOSTS). Science Education, 76(5), 477–491.
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.
American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.
American Association for the Advancement of Science. (1993). Benchmarks for scientific literacy. New York: Oxford University Press.
Aycan, Ş. & Yumuşak, A. (2002, October). Lise müfredatındaki fizik konularının anlaşılma düzeyleri üzerine bir araştırma. Poster session presented at the annual meeting of the V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara. http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/Fizik/Poster/t96d.pdf. Accessed 10 March 2008.
Ayvacı, H. Ş. (2007). Bilimin doğasının sınıf öğretmeni adaylarına kütle çekim konusu içerisinde farklı yaklaşımlarla öğretilmesine yönelik bir çalışma. Doctoral dissertation, Karadeniz Teknik Üniversitesi Fen Bilimleri Enstitüsü, Trabzon.
Bell, R. L. (2009). Teaching the nature of science: three critical questions. National Geographic. http://www.ngsp.com/Portals/0/downloads/SCL22-0449A_AM_Bell.pdf. Accessed 10 October 2009.
Bell, R. L., Lederman, N. G. & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conception of the nature of science: a follow up study. Journal of Research in Science Teaching (37)6, 563–581.
Beşli, B. (2008). Fen bilgisi öğretmen adaylarının bilim tarihinden kesitler incelemelerinin bilimin doğası hakkındaki görüşlerine etkisi. Master's thesis, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu.
Brickhouse, N. W., Dagher, Z. R., Letts, W. J. & Shipman, H. L. (2000). Diversity of students’ views about evidence, theory and the interface between science and religion in an astronomy course. Journal of Research in Science Teaching, 37(4), 340–362.
BouJaoude, S. (1996, April). Epistemology and sociology of science according to Lebanese educators and students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, St. Louis, MO
Clough, M. P. & Olson, J. K. (2001, March). Effects of contextualized and decontextualized nature of science instruction on teachers’ classroom implementation practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), St. Louis, MO.
Cobern, W. & Loving, C. (1998). The card exchange introducing the philosophy of science. In W. F. Mccomas (Ed.), The nature of science and science education: rationales and strategies (pp. 73–82). Printed in Netherlands: Kluwer Academic Publishers.
Çelikdemir, M. (2006). Examining middle school students’ understanding of the nature of science. Unpublished master’s thesis, Ortadoğu Teknik Üniversitesi Fen Bilimleri Enstitüsü, Ankara.
Doğan, N. (2010). Farklı liselerde okuyan 11. sınıf öğrencilerinin bilimin doğası hakkındaki bakış açılarının karşılaştırılması. Gazi Eğitim Fakültesi Dergisi, 30(2), 533–560.
Driver, R., Leach, J., Millar, R. & Scott, P. (1996). Young people's images of science. Buckingham: Open University Press.
Griffiths, A. K. & Barman, C. R. (1995). High school students’ views about the nature of science: results from three countries. School Science and Mathematics, 95, 248–255.
Grosslight, L., Unger, C., Jay, E.& Smith, C. L. (1991). Understanding models and their use in science: conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.
Irwin, A. R. (2000). Historical case studies: teaching the nature of science in context. Science Education, 84(1), 5–26.
Khisfe, 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(7), 551–578.
Khishfe, R. F. (2004). Relationship between students’ understandings of nature of science and instructional context. Doctoral dissertation, The Illinois Institute of Technology, Chicago.
Khishfe, R. & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, (29)8, 939–961.
Kuhn, T. S. (2008). Bilimsel devrimlerin yapısı. İstanbul: Kırmızı Yayınları.
Küçük, M. (2006). Bilimin doğasını ilköğretim 7.sınıf öğrencilerine öğretmeye yönelik bir çalışma. Doctoral dissertation, Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon.
Lederman, N. G. & O'Malley, M. (1990). Students' perceptions of the tentativeness in science: development, use, and sources of change. Science Education, 74, 225–239.
Lederman, N. G. & Abd-El-Khalick, F. (1998). Avoiding de-natured science: activities that promote understandings of the nature of science. In W. F. Mccomas (Ed.), The nature of science and science education: rationalesand strategies, (pp. 83–126). Printed in Netherlands: Kluwer Academic Publishers.
Lederman, N. G. (1992). Students' and teachers' conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: factors that facilitate or impede the relationship. Journal of Research in Science Teaching (36)8, 916–929.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L. & Schwartz, R. S. (2002). Views of nature of science questionnaire (VNOS): toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
Lee, Y. C. (2007). Teaching the nature of science through practical problem solving in dailylife contexts. School Science Review, 88(324), 97–105.
Martin, R., Sexton, C. & Gerlovich, J. (2002). Teaching science for all children: Methods for constructing understanding (2nd ed.). Boston: Allyn and Bacon.
McComas, W. F. (1993, April). The effects of an intensive summer laboratory internship on secondary students’ understanding of the NOS as measured by the test on understanding of science (TOUS). Paper presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.
McComas, W. F. (1998). A thematic introduction to the nature of science: the rationale and content of a course for science educators. In W. F. McComas (Ed.), The nature of science and science education: rationales and strategies (pp. 211–222). Printed in Netherlands, Kluwer Academic Publishers.
Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: data from a case of curriculum development. Journal of Research in Science Teaching, (29)4, 389–407.
Moss, D. M., Abrams, E. D. & Robb, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education (23)8, 771–790.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council. (1998). Teaching about evolution and the nature of science. Washington, DC: National Academy Press.
Öner Armağan, F. (2015). Cognitive Structures of Elementary School Students: What is Science? European Journal of Physics Education, 6(2), 54-73.
Palmquist, B. C. & Finley, F. N. (1997). Preservice teachers’ views of the nature of science during a post baccalaureate science teaching program. Journal of Research in Science Teaching 34(6), 595–615.
Popper, K. R. (1998). Bilimsel araştırmanın mantığı. Yapı Kredi Yayınları.
Ryder, J., Leach, J. & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36(2), 201–220.
Sadler, T. D., Chambers, F. W. & Zeidler, D. (2004). Student conceptualizations of the nature of science in response to a socioscientific issue. International Journal of Science Education, 26(4), 387–409.
Schwartz, R. S. & Lederman, N. G. (2000, January). Nature of science and classroom instruction: a comparison of two preservice teachers. Presentation at the annual meeting of the Association for the Education of Teachers in Science, Akron, OH.
Sencer, M. (1998). Bilim tarihinde dönüm noktaları. Say Yayınları.
Smith, C. L., Maclin, D., Houghton, C. & Hennessey, M. G. (2000). Sixth-grade students’ epistemologies of science: the impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349–422.
Snow, C. P. (2001). İki kültür. Tübitak popüler bilim kitapları. Ankara: Tübitak Yayınları.
Solomon, J., Duveen, J. & Scot, L. (1992). Teaching about the nature of science through history: action research in the classroom. Journal of Research in Science Teaching, 29(4), 409–421.
Türkmen, L. & Bonnstetter, R. (1998). Inclusion of the nature of science in Turkish science education curriculum (K-11): as a different approach. Science Education International, (9)4, 15–19.
Yıldırım, A. & Şimşek, H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Yıldırım, C. (1999). Bilim tarihi. Büyük fikir kitapları dizisi: 50. İstanbul: Remzi Kitabevi.
Yıldırım, C. (2008). Bilim felsefesi. Büyük fikir kitapları dizisi: 35. İstanbul: Remzi Kitabevi.
Published
2017-02-28
How to Cite
DAMLI, Seher; YAVAS, Pervin Unlu.
An Activity on Teaching the Nature of Science: Magnetic Field Lines.
European Journal of Physics Education, [S.l.], v. 6, n. 4, p. 26-38, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/56>. Date accessed: 25 apr. 2024.
doi: https://doi.org/10.20308/ejpe.v6i4.56.
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