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Learning about the nature of science through the history of science and through blogging: An exploratory study
Citation
Khoo, T. H., & Boo, H. K. (2006). Learning about the nature of science through the history of science and through blogging: An exploratory study. In Y. J. Lee, A. L. Tan, & B. T. Ho (Eds.), Proceedings of ISEC 2006: Science education: What works [CD-ROM] (pp. 414- 420). National Institute of Education (Singapore).
Author
Khoo, Tse Horng
•
Boo, Hong Kwen
Abstract
It is generally accepted that enhanced science literacy enables better evaluation of scientific knowledge and is therefore a key skill for students to carry into the workplace and that the development of this science literacy is aided through a correct understanding of the Nature of Science. However, the NOS is not commonly taught explicitly in the current Singapore secondary science curriculum To address this deficit, a short NOS module was piloted with one Singapore lower secondary science class.
The module exploits the explicit-reflective approach advocated by other studies (Khishfe & Lederman, 2006; Akerson & Abd-El_Khalick, 2003; Lederman, 1998). Lower secondary students were asked to investigate the contributions of certain scientists to general scientific understanding and post their findings in the form of a blog. Questions were posted to the students to elicit their understanding on the NOS and through the scaffolding, students were asked to construct their knowledge of the NOS.
The paper will share the insights gained from the implementation of the module and draw lessons on what could be done by science teachers in terms of teaching NOS to our lower secondary students.
The module exploits the explicit-reflective approach advocated by other studies (Khishfe & Lederman, 2006; Akerson & Abd-El_Khalick, 2003; Lederman, 1998). Lower secondary students were asked to investigate the contributions of certain scientists to general scientific understanding and post their findings in the form of a blog. Questions were posted to the students to elicit their understanding on the NOS and through the scaffolding, students were asked to construct their knowledge of the NOS.
The paper will share the insights gained from the implementation of the module and draw lessons on what could be done by science teachers in terms of teaching NOS to our lower secondary students.
Date Issued
2006
Description
This paper was presented at the International Science Education Conference (ISEC) 2006, held in Singapore from 22 - 24 Nov 2006.