Contemporary science as context for teaching nature of science : Teachers' development of popular science articles as a teaching resource
Hansson, Lena LU ; Leden, Lotta and Pendrill, Ann Marie LU
(2019)
In Physics Education
54(5).
- Abstract
Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics... (More)
Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics education. Each course participant chose a research area, interviewed a scientist, and wrote a popular science article based on the interview. The article was written with secondary students (13-15 years old) as a target audience. By the end of the course the participants designed, implemented and evaluated a teaching unit which was based on the popular science article. The present article analyses what NOS perspectives that have been included in the popular science articles. The results show a high diversity of NOS aspects, which indicate a great potential for taking contemporary science research as a starting point for NOS teaching.
(Less)
- author
- Hansson, Lena
LU
; Leden, Lotta
and Pendrill, Ann Marie
LU
- organization
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Physics Education
- volume
- 54
- issue
- 5
- article number
- 055008
- publisher
- IOP Publishing
- external identifiers
-
- scopus:85072245066
- ISSN
- 0031-9120
- DOI
- 10.1088/1361-6552/ab194e
- language
- English
- LU publication?
- yes
- id
- ec50c317-86f3-4092-beec-6a71bdbbcc20
- date added to LUP
- 2019-10-07 16:35:29
- date last changed
- 2022-04-18 18:14:17
@article{ec50c317-86f3-4092-beec-6a71bdbbcc20,
abstract = {{<p>Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics education. Each course participant chose a research area, interviewed a scientist, and wrote a popular science article based on the interview. The article was written with secondary students (13-15 years old) as a target audience. By the end of the course the participants designed, implemented and evaluated a teaching unit which was based on the popular science article. The present article analyses what NOS perspectives that have been included in the popular science articles. The results show a high diversity of NOS aspects, which indicate a great potential for taking contemporary science research as a starting point for NOS teaching.</p>}},
author = {{Hansson, Lena and Leden, Lotta and Pendrill, Ann Marie}},
issn = {{0031-9120}},
language = {{eng}},
number = {{5}},
publisher = {{IOP Publishing}},
series = {{Physics Education}},
title = {{Contemporary science as context for teaching nature of science : Teachers' development of popular science articles as a teaching resource}},
url = {{http://dx.doi.org/10.1088/1361-6552/ab194e}},
doi = {{10.1088/1361-6552/ab194e}},
volume = {{54}},
year = {{2019}},
}