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ENFOQUES EXPLÍCITOS VERSUS IMPLÍCITOS EN LA ENSEÑANZA DE LA NATURALEZA DE LA CIENCIA

Published on Jan 1, 2009in Revista Eureka sobre Enseñanza y Divulgación de las Ciencias
· DOI :10.25267/Rev_Eureka_ensen_divulg_cienc.2009.v6.i3.04
José Antonio6
Estimated H-index: 6
,
Acevedo Díaz6
Estimated H-index: 6
Abstract
En este articulo se analizan los principales enfoques usados en la educacion cientifica para la ensenanza de la naturaleza de la ciencia. Dos enfoques generales pueden ser considerados: implicito y explicito-reflexivo. Se valora la eficacia relativa de ambos enfoques a partir de los resultados obtenidos de su puesta en practica en la ensenanza de las ciencias, y se presta atencion a los supuestos inherentes que subyacen en los mismos. El enfoque explicito-reflexivo se ha mostrado mas eficaz que el enfoque implicito hasta ahora. Sin embargo, se precisa mas conocimiento sobre la eficacia de ambos enfoques en contextos diferentes, por lo que todavia es necesario realizar mas investigaciones sistematicas sobre este asunto. Palabras clave: Ensenanza de las ciencias, naturaleza de la ciencia, enfoque implicito, enfoque explicito y reflexivo. Explicit versus implicit approaches in nature of science teaching In this paper, we analyze the main approaches used in science education for nature of science teaching. Two general approaches could be considered: implicit and explicit-reflexive. We value the relative effectiveness of both approaches through the results of the implementation in science teaching, and we pay attention to underlying inherent assumptions. Up to now, explicit-reflexive approach has been shown more effective that implicit approach. However, more knowledge about the effectiveness of both approaches in different contexts is required. Consequently, is still necessary more systematic research on this question. Key words: Science teaching; nature of science; implicit approach: explicit & reflexive approach.
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  • Citations (13)
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References144
Newest
Published on Aug 22, 2018in Educación Química
Ángel Vázquez-Alonso17
Estimated H-index: 17
,
José Antonio Acevedo-Díaz12
Estimated H-index: 12
+ 1 AuthorsPilar Acevedo-Romero8
Estimated H-index: 8
La naturaleza de la ciencia constituye un contenido innovador y central del curriculo de la educacion cientifica orientado hacia la alfabetizacion cientifica y tecnologica de todas las personas. Su inclusion en el curriculo de ciencias es problematica por su complejidad y novedad, de modo que la decision sobre sus principales rasgos y contenidos requiere una base solida. En este articulo se muestran los consensos relativos a las relaciones entre la sociedad y la ciencia y la tecnologia, que han ...
13 Citations Source Cite
Published on Apr 1, 2011in Journal of Research in Science Teaching 3.21
Randy L. Bell27
Estimated H-index: 27
(Curry School of Education),
Juanita Jo Matkins5
Estimated H-index: 5
(College of William & Mary),
Bruce M. Gansneder30
Estimated H-index: 30
(Curry School of Education)
This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand-alone topic vs. situated within ...
105 Citations Source Cite
Published on Dec 1, 2010in School Science and Mathematics
Erin Peters7
Estimated H-index: 7
(George Mason University)
The purpose of the present explanatory mixed-method design is to examine the effectiveness of a developmental intervention, Embedded Metacognitive Prompts based on Nature of Science (EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-three (N = 83) eighth-grade students from four classrooms were randomly assigned to an experimental and a comparison group. All participants were asked to respond to a number of tests (content and nature of science...
50 Citations Source Cite
Published on Nov 1, 2009in International Journal of Science Education 1.32
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign),
Valarie L. Akerson21
Estimated H-index: 21
(Indiana University)
This study assessed the influence of training in, and use of, metacognitive strategies on the development of prospective elementary teachers’ views of nature of science (NOS). Participants were 49 students (92% female) enrolled in two sections of an elementary science methods course. The sections were randomly assigned to an intervention group and a comparison group. Students in both groups were engaged with explicit‐reflective NOS instruction, which focused on the empirical, tentative, theory‐d...
66 Citations Source Cite
José Antonio6
Estimated H-index: 6
(Junta of Andalusia),
Acevedo Díaz2
Estimated H-index: 2
(Junta of Andalusia)
El conocimiento de la naturaleza de la ciencia (NdC) se considera un contenido clave en las recientes reformas de la ensenanza de las ciencias implantadas en diversos paises del mundo. En este articulo, segunda parte del estudio, se muestra una perspectiva del Conocimiento Didactico del Contenido (CDC) para la ensenanza de la NdC. Tambien se discuten algunos de los principales factores que impiden o dificultan la puesta en practica de la NdC en la ensenanza de las ciencias y se interpretan media...
5 Citations Source Cite
Published on Jan 1, 2009
Saeed Alshamrani1
Estimated H-index: 1
,
Saudi Arabia1
Estimated H-index: 1
,
William F. McComas1
Estimated H-index: 1
To improve K-12 students„images of the nature of science (NOS) through science textbooks, two issues must be addressed: (a) the level of NOS that ought to be included in science textbooks and (b) the treatment of this level in those textbooks. Science educators achieved a consensus level of agreement regarding what NOS aspects should be taught for K-12 science learners; however, there is a need for more clarification regarding the actual treatment of NOS in science textbooks. The purpose of this...
3 Citations
Published on Sep 1, 2008in Journal of Research in Science Teaching 3.21
Fouad Abd-El-Khalick32
Estimated H-index: 32
(University of Illinois at Urbana–Champaign),
Mindy Waters1
Estimated H-index: 1
(University of Illinois at Urbana–Champaign),
An-Phong Le1
Estimated H-index: 1
(University of Illinois at Urbana–Champaign)
This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory-driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of 14 textbooks, including five “series” spanning on...
151 Citations Source Cite
Published on Jun 25, 2008in Education inquiry
Christina Olin-Scheller2
Estimated H-index: 2
(National Kaohsiung Normal University),
Patrik Wikström2
Estimated H-index: 2
(National Taiwan University of Science and Technology)
The production of culture is today a matter of ‘user generated content’ and young people are vital participants as ‘prosumers’, i.e. both producers and consumers, of cultural products. Among other things, they are busy creating fan works (stories, pictures, films) based on already published material. Using the genre fan fiction as a point of departure, this article explores the drivers behind net communities organised around fan culture and argues that fan fiction sites can in many aspects be re...
64 Citations Source Cite
Published on Apr 1, 2008in Journal of Research in Science Teaching 3.21
Judith A. Morrison9
Estimated H-index: 9
(Washington State University),
Fred Raab1
Estimated H-index: 1
,
Dale Ingram1
Estimated H-index: 1
To explore how elementary teachers may differ from secondary teachers in their views about NOS, a professional development experience involving explicit reflective instruction on NOS, discussions about science with scientists, and exposing the teachers to the practices, techniques, and collaborations fundamental to scientific research was designed. The goal of this professional development project was to immerse the teachers in an environment where science was going on all around them and where ...
58 Citations Source Cite
Published on Apr 1, 2008in Journal of Research in Science Teaching 3.21
Rola Khishfe10
Estimated H-index: 10
(Loyola University Chicago)
This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry-oriented instructional approach. Participants were 18 seventh-grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry-oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, an...
92 Citations Source Cite
Cited By13
Newest
Published on Aug 15, 2018in Research in Science Education 1.57
Pablo Antonio Archila4
Estimated H-index: 4
(University of Los Andes),
Jorge Molina9
Estimated H-index: 9
(University of Los Andes),
Anne-Marie Truscott de Mejía4
Estimated H-index: 4
(University of Los Andes)
Contrary to the situation at primary, middle, and secondary school levels, university science courses provide students with very few opportunities to reflect upon the nature of science (NOS). The first goal of this study was to provide evidence that the co-construction of evolutionary trees, an important component of university biology education, can be used as a platform to introduce undergraduates to some aspects of NOS, such as the importance of (1) hypothesis, (2) human creativity, and (3) c...
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Published on Jun 16, 2018in Cultural Studies of Science Education
María del Mar Aragón-Méndez2
Estimated H-index: 2
(University of Cádiz),
José Antonio Acevedo-Díaz12
Estimated H-index: 12
,
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville)
This article presents a qualitative study of the understanding of various epistemic and non-epistemic aspects of the nature of science (NOS), based on analysis of the historical case of Semmelweis and childbed fever. To this aim, an activity was designed which consisted of: (1) reading of a narrative of the case without instruction and discussion in small group about several questions related to NOS aspects alluded in the text; (2) an instructor-mediated critical discussion (whole class session)...
3 Citations Source Cite
Published on Jul 1, 2017in Educación Química
José Antonio Acevedo-Díaz12
Estimated H-index: 12
,
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville),
María del Mar Aragón5
Estimated H-index: 5
(University of Cádiz)
Resumen Se presenta una propuesta fundamentada para la formacion inicial del profesorado de ciencia sobre la naturaleza de la ciencia, mediante el uso de la historia de la ciencia (HDC). Esta se concreta en la lectura reflexiva de textos sobre relatos de casos y controversias de HDC, elaborados por los autores de este trabajo, y de los que se proporciona una descripcion breve. Se indican los aspectos metodologicos para la implementacion en el aula, y la evaluacion cualitativa de las reflexiones ...
1 Citations Source Cite
Published on Mar 1, 2017in Science Education 3.04
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville),
José Antonio Acevedo-Díaz12
Estimated H-index: 12
This article presents a qualitative study, descriptive-interpretive in profile, of the effectiveness in learning about the nature of science (NOS) of an activity relating to the historical controversy between Pasteur and Liebig on fermentation. The activity was implemented during a course for pre-service secondary science teachers (PSSTs) specializing in physics and chemistry. The approach was explicit and reflective. Three research questions were posed: (1) What conceptions of NOS do the PSSTs ...
8 Citations Source Cite
Published on Dec 1, 2016in Ciência & Educação
José Antonio Acevedo-Díaz12
Estimated H-index: 12
,
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville),
María del Mar Aragón5
Estimated H-index: 5
(University of Cádiz)
The Pasteur-Pouchet controversy about spontaneous generation is presented as an interesting story from the History of Science to learn about the Nature of Science (NOS). The aim is to use this controversy for addressing some NOS issues in science education from an explicit and reflective approach. The didactic proposal is focused on the pre-service Secondary Education science teachers training in NOS and its teaching. Attention is given to both epistemic and non-epistemic aspects in the text of ...
2 Citations Source Cite
Published on Aug 1, 2016in Science Education 3.04
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville),
José Antonio Acevedo-Díaz12
Estimated H-index: 12
This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First, prospective teachers read two newspaper articles related to a recent and controversial scientific research report in the field of physics. Next, they res...
7 Citations Source Cite
Published on Jul 23, 2016in International Journal of Science Education 1.32
Ángel Vázquez-Alonso17
Estimated H-index: 17
(University of the Balearic Islands),
Abdiel Aponte1
Estimated H-index: 1
(University of Panama)
+ 1 AuthorsMarisa Montesano1
Estimated H-index: 1
(University of the Balearic Islands)
ABSTRACTThis study examines the effectiveness of a teaching–learning sequence (TLS) to improve the understanding of the influences and interactions between a technology (mining) and society. The aim of the study is also to show the possibility of both teaching and assessing the most innovative issues and aspects of scientific competence and their impact on the understanding of the nature of science. The methodology used a quasi-experimental, pre–post-test design with a control group, with pre–po...
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Published on Jul 1, 2014in Educación Química
Ángel Vázquez-Alonso17
Estimated H-index: 17
,
Abdiel Aponte1
Estimated H-index: 1
(University of Panama)
+ 1 AuthorsMarisa Montesano1
Estimated H-index: 1
Este estudio investiga la eficacia de una secuencia de ensenanza-aprendizaje (sea) para mejorar la comprension de las influencias e interacciones mutuas entre una tecnologia (la mineria) y la sociedad, tambien denominadas como interacciones entre la ciencia, la tecnologia y la sociedad y naturaleza de la ciencia. El objetivo del estudio es mostrar la posibilidad de ensenar y tambien de evaluar los temas y aspectos mas innovadores de la competencia cientifica sobre comprension de naturaleza de la...
3 Citations Source Cite
Published on Oct 1, 2013in Educación Química
Andoni Garritz Ruiz12
Estimated H-index: 12
(National Autonomous University of Mexico),
Plinio Sosa4
Estimated H-index: 4
(National Autonomous University of Mexico)
+ 4 AuthorsCésar Robles Haro1
Estimated H-index: 1
(National Autonomous University of Mexico)
Abstract Inside the international research project Teaching and Learning about Nature of Science and Technology: An experimental and longitudinal research (EANCyT, acronym in Spanish), a teaching/learning sequence is described, which has been designed to improve the comprehension of the Nature Of Science (nos) and Technology, trying to help students of the General Chemistry course in Undergraduate Education to learn adequate ideas around the scientific competences of «defining» and «modeling». T...
2 Citations Source Cite
Published on Apr 1, 2013in Research in Science Education 1.57
Ángel Vázquez-Alonso17
Estimated H-index: 17
,
Antonio García-Carmona7
Estimated H-index: 7
(University of Seville)
+ 1 AuthorsAntoni Bennàssar-Roig3
Estimated H-index: 3
This paper describes Spanish science teachers’ thinking about issues concerning the nature of science (NOS) and the relationships connecting science, technology, and society (STS). The sample consisted of 774 in-service and pre-service teachers. The participants responded to a selection of items from the Questionnaire of Opinions on Science, Technology & Society in a multiple response model. These data were processed to generate the invariant indices that are used as the bases for subsequent qua...
9 Citations Source Cite