Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice

Diana Sarieddine; Saouma BouJaoude

doi:10.12973/eurasia.2014.1024a

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Diana Sarieddine ¹, Saouma BouJaoude ¹ ^*

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¹ American University of Beirut, LEBANON^* Corresponding Author

Abstract

Whether teachers’ conceptions of NOS are reflected in their instructional planning and classroom practice remains an important research question. Consequently, this study investigated teachers’ NOS views and their relationship to their classroom practice and delineated the factors that facilitate or impede this relationship. To achieve this, seven high school biology teachers with teaching credentials were selected to participate in this study. These teachers filled out an open-ended questionnaire entitled Views of the Nature of Science Questionnaire, participated in semi-structured interviews, were videotaped, and their lesson plans were collected. Results showed that most teachers do not possess appropriate NOS views, lesson plans lacked any planning for teaching NOS, and teachers’ practices lacked any explicit reference to the aspects of NOS

Keywords

multiple solution method
nature of science
classroom practices
biology teaching

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 2, 135-151

https://doi.org/10.12973/eurasia.2014.1024a

Publication date: 15 Dec 2014

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Article Downloads: 1176

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How to cite this article

APA

Sarieddine, D., & BouJaoude, S. (2014). Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 135-151. https://doi.org/10.12973/eurasia.2014.1024a

Vancouver

Sarieddine D, BouJaoude S. Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice. EURASIA J Math Sci Tech Ed. 2014;10(2):135-51. https://doi.org/10.12973/eurasia.2014.1024a

AMA

Sarieddine D, BouJaoude S. Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice. EURASIA J Math Sci Tech Ed. 2014;10(2), 135-151. https://doi.org/10.12973/eurasia.2014.1024a

Chicago

Sarieddine, Diana, and Saouma BouJaoude. "Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 2 (2014): 135-151. https://doi.org/10.12973/eurasia.2014.1024a

Harvard

Sarieddine, D., and BouJaoude, S. (2014). Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), pp. 135-151. https://doi.org/10.12973/eurasia.2014.1024a

MLA

Sarieddine, Diana et al. "Influence of Teachers’ Conceptions of the Nature of Science on Classroom Practice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 2, 2014, pp. 135-151. https://doi.org/10.12973/eurasia.2014.1024a