Research Article
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A Biology Teacher’s Notions and Instruction of Nature of Science

Year 2022, Volume: 9 Issue: 1, 108 - 140, 30.06.2022

Abstract

This case study investigated a biology teacher’s notions of nature of science (NOS), how and if he used nature of science aspects in his teaching and what he thinks impacts his teaching of nature of science in depth. The context of the study includes a big high school in a rural school district in the USA. The participant of the study is a male biology teacher with fifteen years of teaching experience. Data sources of the study include three interviews with the teacher, fieldnotes taken during the classroom observations, and handouts given to the classroom. Qualitative data analysis from the interviews, fieldnotes and handouts were utilized to provide triangulation of the data sources. Findings show that the teacher had adequate understandings in some aspects of NOS such as tentativeness of scientific knowledge, empirical aspect of scientific knowledge, and role of creativity and imagination in the scientific knowledge. Also, he had some partly-adequate understandings in other aspects such as subjectivity, the difference between scientific theory and law, social-cultural aspect, and the difference between observation and inference. According to the data, the teacher’s conceptions of nature of science revealed from the interviews and his instruction and handout analysis do not match all together. Results were discussed in the context of biology teaching and teacher education.

References

  • 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.
  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.
  • Akerson, V., Nargund-Joshi, V., Weiland, I., Pongsanon, K., & Avsar, B. (2014): What third-grade students of differing ability levels learn about nature of science after a year of instruction, International Journal of Science Education, 36(2), 244– 276.
  • Akerson, V.L., Elcan Kaynak, N., & Avsar Erumit, B. (2019) Preparing preservice early childhood teachers to teach nature of science: Writing children’s books. Innovations in Science Teacher Education, 4(1). Retrieved from https://innovations.theaste.org/preparing-preservice- early-childhood-teachers-to-teach-nature-of-science-writing-childrens-books/
  • Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Science Education, 32. 97-124.
  • Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95, 518-542.
  • Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98, 461–486.

  • American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy: A Project 2061 Report. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.

  • Ayala-Villamil, L-A., & García-Martínez, A. (2021). VNOS: A historical review of an instrument on the nature of science. Interdisciplinary Journal of Environmental and Science Education, 17(2), e2238. https://doi.org/10.21601/ijese/9340
  • Backhus, D. A. & Thompson, K. W. (2006). Addressing the nature of science in preservice science teacher preparation programs: science educator perceptions. Journal of Science Teacher Education, 17(1), 65–81.
  • Brickhouse, N. W. (1990). Teachers' Beliefs about The Nature Of Science And Their Relationship To Classroom Practice. Journal of Teacher Education, 41(3), 53.
  • Cil, E. & Cepni, S. (2012). The effectiveness of the conceptual change approach, explicit reflective approach, and course book by the ministry of education on the views of the nature of science and conceptual change in light unit. Educational Sciences: Theory and Practice, 12(2),1107–1113.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA, US: Sage Publications, Inc.
  • Clough, M. F. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463 – 494.
  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.
  • Doğan, N , Çakıroğlu, J , Çavuş, S , Bi̇li̇can, K , Arslan, O . (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: hizmetiçi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 127-139.
  • Duschl, R. A., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26(6), 467-501. https://doi.org/10.1002/tea.3660260602
  • Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.) Handbook of research on science teaching and learning (pp. 445–455). New York: MacMillan.

  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107-115.
  • Erdaş, E, Doğan, N, İrez, S. (2016). Bilimin doğasıyla ilgili 1998-2012 yılları arasında Türkiye’de yapılan calışmaların değerlendirmesi. Kastamonu Eğitim Dergisi, 24 (1), 17-36.
  • Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Dordrecht: Springer.
  • Hanuscin, D. L., Akerson, V. L., & Phillipson-Mower, T. (2006). Integrating Nature of Science Instruction into a Physical Science Content Course for Preservice Elementary Teachers: NOS Views Of Teaching Assistants. Science Education, 90(5), 912-935.
  • Hodson, D., & Wong, S. L. (2017). Going beyond the consensus view: broadening and enriching the scope of NOS-oriented curricula. Canadian Journal of Science, Mathematics, and Technology Education, 17(1), 3–17.
  • Irez, S. (2006). Are we prepared?: An assessment of preservice science teacher educators' beliefs about nature of science. Science Education, 90(6), 1113-1143.
  • Irzık, G. & Nola, R. (2014). New directions for nature of science research. In Michael R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp 999-1021). Dordrecth, The Netherlands: Springer.
  • Kang, S., Scharmann, L.C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.

  • Kattoula, E., Verma, G., & Martin-Hansen, L. (2009). Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course. Journal of College Science Teaching, 39(1), 18-26.
  • Khishfe, R., & Abd-El-Khalick, F.S. (2002). Influence of explicit and reflective vs. implicit inquiry- oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
  • Khishfe, R., & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8), 939-961.
  • Küçük, M., & Çepni, S. (2015). A qualitative study to explain middle school student’s understandings of nature of science. Journal of Turkish Science Education, 12(3), 3-20.
  • 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. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah: Erlbaum.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learner’s conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lederman, N., Antink, A. & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science and Education, 23, 285-302. https://doi. org/10.1007/s11191-012-9503-3
  • Lederman, N., Bartos, S., & Lederman, J. (2014). The development, use, and interpretation of nature of science assessments. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 971–997). New York, USA: Springer.
  • Lederman, N.G., Lederman, J.S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
  • Lederman, N. G., & Zeidler, D. L. (1987). Science teachers’ conceptions of the nature of science: Do they really influence teacher behavior? Science Education 71(5), 721-734.
  • Lederman, J., Lederman, N., Kim, B., & Ko, E. (2012). Teaching and learning of nature of science and scientific inquiry: building capacity through systematic research-based professional development. In Advances in Nature of Science Research: Concepts and Methodologies (pp. 125–152). London New York: Springer.
  • Marshall C. & Rossman G.B. (1995) Designing Qualitative Research. Sage Publications, London.
  • Matthews, M. R. (2012). Changing the focus: from nature of science (NOS) to features of science (FOS). In M. Khine (Ed.), Advances in Nature of Science Research (pp. 3–26). Dordrecht: Springer.
  • McComas, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents. In The nature of science in science education (pp. 41-52): Springer.
  • Mulhall, P., & Gunstone, R. (2008). Views about physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38, 435–462.

  • National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press.
  • National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington, DC: The National Academies Press.
  • Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27(7–8), 637–660.
  • Osborne, J. (2017). Going beyond the consensus view: a response. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 53–57.
  • Ozgelen, S., Yilmaz-Tuzun, O., & Hanuscin, D. L. (2012). Exploring the development of preservice science teachers’ views on the nature of science in inquiry-based laboratory instruction. Research in Science Education, 1-20.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications, Inc.
  • Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of the Research in Science Teaching, 40(4), 369 – 392.
  • Sevim, S., & Pekbay, C. A. (2012). A study toward teaching the nature of science to pre-service teachers. Journal of Turkish Science Education, 9(3), 207-227.
  • Yin, R. (2009). Case Study Research: Design and Methods (Fourth Edi). Los Angles: Sage Publications, Inc.
Year 2022, Volume: 9 Issue: 1, 108 - 140, 30.06.2022

Abstract

References

  • 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.
  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.
  • Akerson, V., Nargund-Joshi, V., Weiland, I., Pongsanon, K., & Avsar, B. (2014): What third-grade students of differing ability levels learn about nature of science after a year of instruction, International Journal of Science Education, 36(2), 244– 276.
  • Akerson, V.L., Elcan Kaynak, N., & Avsar Erumit, B. (2019) Preparing preservice early childhood teachers to teach nature of science: Writing children’s books. Innovations in Science Teacher Education, 4(1). Retrieved from https://innovations.theaste.org/preparing-preservice- early-childhood-teachers-to-teach-nature-of-science-writing-childrens-books/
  • Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Science Education, 32. 97-124.
  • Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95, 518-542.
  • Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98, 461–486.

  • American Association for the Advancement of Science. (1993). Benchmarks for Science Literacy: A Project 2061 Report. New York: Oxford University Press.
  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.

  • Ayala-Villamil, L-A., & García-Martínez, A. (2021). VNOS: A historical review of an instrument on the nature of science. Interdisciplinary Journal of Environmental and Science Education, 17(2), e2238. https://doi.org/10.21601/ijese/9340
  • Backhus, D. A. & Thompson, K. W. (2006). Addressing the nature of science in preservice science teacher preparation programs: science educator perceptions. Journal of Science Teacher Education, 17(1), 65–81.
  • Brickhouse, N. W. (1990). Teachers' Beliefs about The Nature Of Science And Their Relationship To Classroom Practice. Journal of Teacher Education, 41(3), 53.
  • Cil, E. & Cepni, S. (2012). The effectiveness of the conceptual change approach, explicit reflective approach, and course book by the ministry of education on the views of the nature of science and conceptual change in light unit. Educational Sciences: Theory and Practice, 12(2),1107–1113.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Thousand Oaks, CA, US: Sage Publications, Inc.
  • Clough, M. F. (2006). Learners’ responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15(5), 463 – 494.
  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.
  • Doğan, N , Çakıroğlu, J , Çavuş, S , Bi̇li̇can, K , Arslan, O . (2011). Öğretmenlerin bilimin doğası hakkındaki görüşlerinin geliştirilmesi: hizmetiçi eğitim programının etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 127-139.
  • Duschl, R. A., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26(6), 467-501. https://doi.org/10.1002/tea.3660260602
  • Duschl, R. A. (1994). Research on the history and philosophy of science. In D. L. Gabel (Ed.) Handbook of research on science teaching and learning (pp. 445–455). New York: MacMillan.

  • Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62, 107-115.
  • Erdaş, E, Doğan, N, İrez, S. (2016). Bilimin doğasıyla ilgili 1998-2012 yılları arasında Türkiye’de yapılan calışmaların değerlendirmesi. Kastamonu Eğitim Dergisi, 24 (1), 17-36.
  • Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Dordrecht: Springer.
  • Hanuscin, D. L., Akerson, V. L., & Phillipson-Mower, T. (2006). Integrating Nature of Science Instruction into a Physical Science Content Course for Preservice Elementary Teachers: NOS Views Of Teaching Assistants. Science Education, 90(5), 912-935.
  • Hodson, D., & Wong, S. L. (2017). Going beyond the consensus view: broadening and enriching the scope of NOS-oriented curricula. Canadian Journal of Science, Mathematics, and Technology Education, 17(1), 3–17.
  • Irez, S. (2006). Are we prepared?: An assessment of preservice science teacher educators' beliefs about nature of science. Science Education, 90(6), 1113-1143.
  • Irzık, G. & Nola, R. (2014). New directions for nature of science research. In Michael R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp 999-1021). Dordrecth, The Netherlands: Springer.
  • Kang, S., Scharmann, L.C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.

  • Kattoula, E., Verma, G., & Martin-Hansen, L. (2009). Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course. Journal of College Science Teaching, 39(1), 18-26.
  • Khishfe, R., & Abd-El-Khalick, F.S. (2002). Influence of explicit and reflective vs. implicit inquiry- oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
  • Khishfe, R., & Lederman, N. (2007). Relationship between instructional context and views of nature of science. International Journal of Science Education, 29(8), 939-961.
  • Küçük, M., & Çepni, S. (2015). A qualitative study to explain middle school student’s understandings of nature of science. Journal of Turkish Science Education, 12(3), 3-20.
  • 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. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah: Erlbaum.
  • Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire: toward valid and meaningful assessment of learner’s conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521.
  • Lederman, N., Antink, A. & Bartos, S. (2014). Nature of science, scientific inquiry, and socio-scientific issues arising from genetics: A pathway to developing a scientifically literate citizenry. Science and Education, 23, 285-302. https://doi. org/10.1007/s11191-012-9503-3
  • Lederman, N., Bartos, S., & Lederman, J. (2014). The development, use, and interpretation of nature of science assessments. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 971–997). New York, USA: Springer.
  • Lederman, N.G., Lederman, J.S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
  • Lederman, N. G., & Zeidler, D. L. (1987). Science teachers’ conceptions of the nature of science: Do they really influence teacher behavior? Science Education 71(5), 721-734.
  • Lederman, J., Lederman, N., Kim, B., & Ko, E. (2012). Teaching and learning of nature of science and scientific inquiry: building capacity through systematic research-based professional development. In Advances in Nature of Science Research: Concepts and Methodologies (pp. 125–152). London New York: Springer.
  • Marshall C. & Rossman G.B. (1995) Designing Qualitative Research. Sage Publications, London.
  • Matthews, M. R. (2012). Changing the focus: from nature of science (NOS) to features of science (FOS). In M. Khine (Ed.), Advances in Nature of Science Research (pp. 3–26). Dordrecht: Springer.
  • McComas, W. F., & Olson, J. K. (1998). The nature of science in international science education standards documents. In The nature of science in science education (pp. 41-52): Springer.
  • Mulhall, P., & Gunstone, R. (2008). Views about physics held by physics teachers with differing approaches to teaching physics. Research in Science Education, 38, 435–462.

  • National Research Council. (1996). National Science Education Standards. Washington, DC: National Academies Press.
  • National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
  • NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington, DC: The National Academies Press.
  • Olson, J. K. (2018). The inclusion of the nature of science in nine recent international science education standards documents. Science & Education, 27(7–8), 637–660.
  • Osborne, J. (2017). Going beyond the consensus view: a response. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 53–57.
  • Ozgelen, S., Yilmaz-Tuzun, O., & Hanuscin, D. L. (2012). Exploring the development of preservice science teachers’ views on the nature of science in inquiry-based laboratory instruction. Research in Science Education, 1-20.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Sage Publications, Inc.
  • Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of the Research in Science Teaching, 40(4), 369 – 392.
  • Sevim, S., & Pekbay, C. A. (2012). A study toward teaching the nature of science to pre-service teachers. Journal of Turkish Science Education, 9(3), 207-227.
  • Yin, R. (2009). Case Study Research: Design and Methods (Fourth Edi). Los Angles: Sage Publications, Inc.
There are 54 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Arzu Tanış Özçelik 0000-0002-7256-3828

Publication Date June 30, 2022
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Tanış Özçelik, A. (2022). A Biology Teacher’s Notions and Instruction of Nature of Science. Osmangazi Journal of Educational Research, 9(1), 108-140.