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Assessing the nature of science views of Singaporean pre-service science teachers
Abstract
Interest in the Nature of Science (NOS) has not been very significant in the local context, with school textbooks and curriculum documents offering very little in the way of utilising it as a central organising theme in the study of science. At the same time, calls are made to enhance scientific literacy, with no sense of irony over the omission of such a vitally important component. The NOS is deemed important beyond its central place in scientific literacy due to developments in pedagogy. For example, as more teachers adopt constructivist methodologies, there now exists a need to develop a robust defence of science from the philosophical positions undertaken by constructivism; in the face of computing technologies which enables simulations that blur the line between models and reality, we really need to educate learners of the epistemological considerations in developing our models of reality. It is known that teachers' informed NOS views, while being the necessary condition for their ability to engage in the NOS in the classrooms, is not sufficient. Factors like curriculum objectives, pressure to complete and conform to the syllabus, and poor administrative support stand in the way of effective implementation of NOS-rich curriculum in the classroom. For example, extrapolating from a study by Bell, Lederman, and Abd-El-Khalick (2000) in which the pre-service teacher sample subjects reported that preparation for lessons in the NOS took considerable time above normal lesson preparation; if time were not freed from other administrative duties, it would be hard to imagine how teachers could develop their NOS lessons effectively.
At least in the local context, available research paints a rather bleak picture of the situation - the necessary condition is not even achieved. While this study does not find a significant difference from previous studies, it seeks out to remediate a major shortcoming : the previous studies have made use of unvalidated instruments, and were lacking in variety of NOS aspects assessed. In addition, this study extends the data set, providing a richer and more detailed analysis of NOS aspects rather than issuing a blanket pass/fail statement. Some suggestions for teaching and teacher education are also proposed for discussion.
At least in the local context, available research paints a rather bleak picture of the situation - the necessary condition is not even achieved. While this study does not find a significant difference from previous studies, it seeks out to remediate a major shortcoming : the previous studies have made use of unvalidated instruments, and were lacking in variety of NOS aspects assessed. In addition, this study extends the data set, providing a richer and more detailed analysis of NOS aspects rather than issuing a blanket pass/fail statement. Some suggestions for teaching and teacher education are also proposed for discussion.
Date Issued
2004
Call Number
Q183.4.S55 Tan
Date Submitted
2004