Pre-service mathematics teachers' views of nature of science in the context of COVID-19

Ozden Sengul 1 *
More Detail
1 Department of Mathematics and Science Education, Bogazici University, Istanbul, TURKEY
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 3, pp. 499-514. https://doi.org/10.30935/scimath/12982
Published Online: 23 February 2023, Published: 01 July 2023
OPEN ACCESS   932 Views   555 Downloads
Download Full Text (PDF)

ABSTRACT

A framework for K-12 science education (National Research Council [NRC], 2012) supports science learning on social and political issues to make informed decisions and solve problems. Socio-scientific issues have been considered as a context to teach characteristics of nature of science (NOS). This study is a qualitative study in nature to examine how pre-service mathematics teachers define science and address different aspects of science and scientific literacy in the context of coronavirus (COVID-19). Data sources included written reports and reflections on basic science-related questions. Responses from 50 pre-service mathematics teachers were analyzed through thematic analysis. The results indicated that pre-service mathematics teachers defined science as a product in the form of systematic knowledge, fact or theories-laws-models, and they provided informed or partially informed views on empirical, sociocultural, tentativeness, and subjectivity aspects by referring to cognitive, developmental, and sociocultural dimensions of science literacy. Pre-service mathematics teachers’ definition of science as accumulated knowledge was not aligned with their desirable views on aspects of NOS. The study suggests possible implications for further studies.
Keywords: views, beliefs, nature of science, mathematics teachers

CITATION

Sengul, O. (2023). Pre-service mathematics teachers' views of nature of science in the context of COVID-19. European Journal of Science and Mathematics Education, 11(3), 499-514. https://doi.org/10.30935/scimath/12982

REFERENCES

  • Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107. https://doi.org/10.1007/s11191-012-9520-2
  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044
  • Abell, S. K., & Smith, D. C. (1994). What is science?: Preservice elementary teachers’ conceptions of the nature of science. International Journal of Science Education, 16(4), 475-487. https://doi.org/10.1080/0950069940160407
  • Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113. https://doi.org/10.1002/tea.20303
  • Akgun, S., & Kaya, E. (2020). How do university students perceive the nature of science? Science & Education, 29(2), 299-330. https://doi.org/10.1007/s11191-020-00105-x
  • Bergman, D. J. (2022). Teaching the nature of science in a post-COVID world. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95(2), 64-68. https://doi.org/10.1080/00098655.2021.1973359
  • Bloom, J. W. (1989). Preservice elementary teachers’ conceptions of science: Science, theories and evolution. International Journal of Science Education, 11(4), 401-415. https://doi.org/10.1080/0950069890110405
  • Borgerding, L. A., & Mulvey, B. K. (2022). Elementary teachers’ trust in science and scientists throughout a COVID-19 SSI unit. Journal of Science Teacher Education, 33(8), 837-859. https://doi.org/10.1080/1046560X.2021.2007320
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Bybee, R. W. (2010). What is STEM education? Science, 329(5995), 996-996. https://doi.org/10.1126/science.1194998
  • Bybee, R. W. (2011). Scientific and engineering practices in K-12 classrooms. Science Teacher, 78(9), 34-40.
  • Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336-371. https://doi.org/10.3102/0034654310376953
  • Clough, M. P. (2006). Learner’s responses to the demands of conceptual change: Considerations for effective nature of science instruction. Science & Education, 15, 463-494. https://doi.org/10.1007/s11191-005-4846-7
  • Clough, M. P., & Kruse, J. W. (2019). Characteristics of science: Understanding scientists and their work. https://www.storybehindthescience.org/_files/ugd/790356_7b9c8593045b44f5888445e111f2bcd2.pdf?index=true
  • Demirdogen, B., & Aydin-Gunbatar, S. (2021). Teaching nature of science through the use of media reports on COVID-19. Science Activities, 58(3), 98-115. https://doi.org/10.1080/00368121.2021.1957757
  • Denzin, N. K., & Lincoln, Y. S. (2008). Introduction: The discipline and practice of qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 1-43). SAGE.
  • Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
  • Duschl, R. A., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science & Education, 22(9), 2109-2139. https://doi.org/10.1007/s11191-012-9539-4
  • Edgerly, H., Kruse, J., & Wilcox, J. (2022). Investigating elementary teachers’ views, implementation, and longitudinal enactment of nature of science instruction. Science & Education. https://doi.org/10.1007/s11191-022-00343-1
  • Elsner, J., Sadler, T., Kirk, E., Rawson, R., Friedrichsen, P., & Ke, L. (2023). Using multiple models to learn about COVID-19. The Science Teacher, 90(3), 40-45.
  • Erduran, S., Dagher, Z. R., & McDonald, C. V. (2019). Contributions of the family resemblance approach to nature of science in science education. Science & Education, 28(3), 311-328. https://doi.org/10.1007/s11191-019-00052-2
  • Fives, H., & Buehl, M. M. (2017). The functions of beliefs: Teachers’ personal epistemology on the pinning block. In G. Schraw, J. Lunn, L. Olafson, & M. VandervVeldt (Eds.), Teachers’ personal epistemologies: Evolving models for informing practice (pp. 25-54). Information Age Publishing, Inc.
  • 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. https://doi.org/10.1080/14926156.2016.1271919
  • Irzik, G., & Nola, R. (2014). New directions for nature of science research. In M. R. Mathews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 999-1021). Springer. https://doi.org/10.1007/978-94-007-7654-8_30
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73. https://doi.org/10.1080/00405849909543834
  • Kucer, S. B. (2014). Dimensions of literacy: A conceptual base for teaching reading and writing in school settings. Routledge. https://doi.org/10.4324/9780203428405
  • 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. https://doi.org/10.1002/tea.3660290404
  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-879). Routledge. https://doi.org/10.4324/9780203824696
  • Lederman, N. G., & Lederman, J. S. (2014). Research on teaching and learning of nature of science. In S. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 614-634). Routledge. https://doi.org/10.4324/9780203097267
  • Lee, M. H., & Tsai, C. C. (2011). Teachers’ scientific epistemological views, conceptions of teaching science, and their approaches to teaching science. In J. M. Brownlee, G. Schraw, & D. C. Berthelsen (Eds.), Personal epistemology and teacher education (pp. 246-246). Routledge. https://doi.org/10.4324/9780203806616
  • Leung, J. S. C., Wong, A. S. L., & Yung, B. H. W. (2017). Evaluation of science in the media by non-science majors. International Journal of Science Education, Part B, 7(3), 219-236. https://doi.org/10.1080/21548455.2016.1206983
  • Liu, S. Y., & Tsai, C. C. (2008). Differences in the scientific epistemological views of undergraduate students. International Journal of Science Education, 30(8), 1055-1073. https://doi.org/10.1080/09500690701338901
  • Matthews, M. R. (1998). In defense of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161-174. https://doi.org/10.1002/(SICI)1098-2736(199802)35:2<161::AID-TEA6>3.0.CO;2-Q
  • McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137-1164. https://doi.org/10.1002/tea.20377
  • NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academy Press.
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
  • Oliveira, A. W., Akerson, V. L., Colak, H., Pongsanon, K., & Genel, A. (2012). The implicit communication of nature of science and epistemology during inquiry discussion. Science Education, 96(4), 652-684. https://doi.org/10.1002/sce.21005
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307
  • Peters, E. (2006). Connecting inquiry and the nature of science. Science Education Review, 5(2), 37-44.
  • Schwab, J. J. (1960). Inquiry, the science teacher, and the educator. The School Review, 68(2), 176-195. https://doi.org/10.1086/442536
  • Schwartz, R. S., Lederman, N. G., & Crawford, B. A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Science Education, 88(4), 610-645. https://doi.org/10.1002/sce.10128
  • Schwartz, R., & Lederman, N. (2008). What scientists say: Scientists’ views of nature of science and relation to science context. International Journal of Science Education, 30(6), 727-771. https://doi.org/10.1080/09500690701225801
  • Sengul, O., Enderle, P. J., & Schwartz, R. S. (2021). Examining science teachers' enactment of argument-driven inquiry (ADI) instructional model. International Journal of Science Education, 43(8), 1273-1291. https://doi.org/10.1080/09500693.2021.1908641
  • Shi, W. Z. (2022). Understanding the nature of science through COVID-19 reports. Nature Human Behavior, 6(3), 311-311. https://doi.org/10.1038/s41562-022-01303-z
  • Siegel, E. (2017). The two questions that determine your scientific literacy. Forbes. https://www.forbes.com/sites/startswithabang/2017/01/11/the-two-questions-that-determine-your-scientific-literacy/
  • Tsai, C. C. (2008). Teachers’ scientific epistemological views: The coherence with instruction and students’ views. Science Education, 91(2), 222-243. https://doi.org/10.1002/sce.20175
  • Van Driel, J. H., Bulte, A. M., & Verloop, N. (2007). The relationships between teachers’ general beliefs about teaching and learning and their domain specific curricular beliefs. Learning and Instruction, 17(2), 156-171. https://doi.org/10.1016/j.learninstruc.2007.01.010
  • Wilcox, J., Kruse, J. W., & Clough, M. P. (2015). Teaching science through inquiry. The Science Teacher, 82(6), 62. https://doi.org/10.2505/4/tst15_082_06_62
  • Wong, S. L., Hodson, D., Kwan, J., & Yung, B. H. W. (2008). Turning crisis into opportunity: Enhancing student‐teachers’ understanding of nature of science and scientific inquiry through a case study of the scientific research in severe acute respiratory syndrome. International Journal of Science Education, 30(11), 1417-1439. https://doi.org/10.1080/09500690701528808