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• W2891908900 abstract "One o f the aims o f this research was to explore NoS conceptions amongst pre-serviceand novice teachers and to establish the extent to which their pupils developed morecontemporary Nose conceptions, when taught about NoS through explicit means.The study also considered the effects of explicitly teaching NoS on beginningteachers' approaches to and perceptions o f teaching science and on their pupil'sreflections o f school science. A mixture of qualitative and quantitativemethodologies, which included questionnaires, group interviews and writtenreflections, was utilised to explore the research questions.There were four phases in the research. Phase one aimed at developing nineteen preserviceprimary teachers' NoS conceptions. The extent to which these nineteen preserviceteachers planned and explicitly taught aspects o f NoS over the course of theirfinal teaching practice was addressed in the second phase. The third phase comparedthe extent to which four beginning teachers planned for and explicitly addressed NoSin their initial teaching year. Two o f these teachers had taken the NoS elective course(test) the previous year and two had not (control). The third phase also explored theeffect that explicitly teaching NoS had on these beginning teachers' approaches toand perceptions o f teaching science. The development o f N oS conceptions o f thepupils o f these four beginning teachers (9-11 years) was also explored in the thirdphase. The extent to which explicitly teaching NoS affected these primary children'sreflections on school science was also established in this phase. A preliminarycontent analysis o f seven international curriculum documents and two internationalassessment tools was conducted in the fourth phase to ascertain the extent to whichthese docum ents explicitly assessed NoS.The findings o f this study corroborated international research in that it indicated thatexplicit methods of teaching about NoS resulted in the developm ent o f moreelaborate conceptions of NoS amongst pre-service prim ary teachers. However, thefindings also revealed that beginning primary teachers' contemporary NoSconceptions could be transferred to their pupils utilising explicit hands-on reflectiveapproaches to teaching about NoS.The study also revealed new insights that are relevant to the teaching of primaryscience on a national and international basis. It was established that primary teacherswho em ployed explicit approaches to teaching NoS as part of the ScienceCurriculum (DES, 1999a) utilised more hands-on, reflective constructivistapproaches to teaching science and appeared to be more enthusiastic and confidentabout teaching science. In addition to developing more elaborate NoS conceptionsamongst prim ary children, this study also revealed that explicit approaches to NoSresulted in an increased interest in and enjoyment o f school science amongst Irishprimary school children. The primary children in this study w ho experienced explicitmethods in NoS appeared to have been given more opportunities to employ anddevelop their science skills than their peers who did not experience explicitinstruction in NoS. Other benefits of explicit approaches to teaching about NoSapparent in the findings were improved language developm ent and an increase in thechildren's ability to formulate and present argum ents for discussion. Opportunitiesafforded to children when explicitly addressing NoS issues appear to have facilitatedthem in the employment and development o f their reflective and thinking skills.The research indicates that the development of contemporary conceptions of scienceis an important aspect of primary science in that, amongst other benefits, it helps thelearning o f scientific concepts and skills and helps humanise science for children,thus making it more interesting for them to learn. Pre-service and in-service coursesthat provide teachers with the opportunity to develop their conceptual andpedagogical knowledge o f NoS could facilitate Irish primary teachers in explicitlyteaching about NoS as part of the Science Curriculum (DES, 1999a).There are concerns in Ireland regarding the decline in the num ber o f students takingscience at secondary and tertiary level (Organisation for Economic Co-operation andDevelopment (OECD), 2002b). The report o f the Task Force on the PhysicalSciences (2002) included a number of recommendations in relation to science atprimary level, which included improving the quality o f science teaching, in-careerdevelopm ent for teachers and the establishment o f an integrated national scienceawareness programme. This study revealed that incorporating explicit approaches toNoS as part o f the Science Curriculum increased teachers' and pupils' interest in andenjoyment o f science. If the development o f NoS was included as a core aim in thePrimary Science Curriculum, primary children could become more interested inscience, which may in turn lead to an increase in the uptake o f science beyond thepoint o f choice." @default.
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• W2891908900 date "2008-11-01" @default.
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• W2891908900 title "The importance of teaching about the nature of science in the primary classroom" @default.
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