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Facilitating students‟ development of their views on nature of science: a knowledge building approach
Author
Goh, Amos Yoong Shin
Supervisor
Chai, Ching Sing
Abstract
Students‟ views of the nature of science and their perceived levels of self-directed and collaborative learning with technology have been reported to affect the manner learning is conducted in the classroom. With limited literature offering insight into knowledge building pedagogy‟s effect in advancing students‟ scientific epistemology and also in enhancing self-directed and collaborative learning dispositions desired by the IT Master Plan 3 in Singapore, this study sets to fill this research gap by employing a quasi-experimental approach toward investigating the effects of knowledge building pedagogy on these two areas. Results show that a six-week knowledge building intervention can reduce students‟ dependence on teachers, textbooks and scientists for authoritative knowledge. Further, students‟ perceived tendency for collaborative learning with technology is also significantly increased. This study also finds significant correlations between all the factors of the nature of science and the learning disposition scales. The outcomes of this study surfaces important strategic considerations for local schools when designing programmes to help realize the IT master plan goals and also to raise students‟ level of scientific literacy.
Date Issued
2012
Call Number
Q183.4.S55 Goh
Date Submitted
2012