التفاصيل البيبلوغرافية
| العنوان: |
Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment. |
| المؤلفون: |
Martin-Dunlop, Catherine |
| المصدر: |
Research in Science Education; Jun2013, Vol. 43 Issue 3, p873-893, 21p |
| مصطلحات موضوعية: |
SCIENCE education (Elementary), CLASSROOM environment, ELEMENTARY school teachers, SCIENTIFIC knowledge, LEARNING |
| مستخلص: |
This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The learning environment was assessed using previously-validated and reliable scales from What Is Happening In this Class? (WIHIC) and the Science Laboratory Environment Inventory (SLEI). Analyses indicated moderate multiple correlations that were statistically significant ( p < 0.01) between Creative (R = 0.22), Testable (R = 0.29), and Unified (R = 0.27), and a positive learning environment. Regression coefficients revealed that Open-Endedness was a significant independent predictor of students' understanding of the role of creativity in science (β = 0.16), while Cooperation, Open-Endedness, and Material Environment were linked with understanding the testable nature of science (β = 0.10-0.12). Interview questions probed possible relationships between an improved understanding of the nature of science and elements of a positive classroom environment. Responses suggested that an appropriate level of open-endedness during investigations was very important as this helped students grapple with abstract nature of science concepts and shift their conceptions closer to a more realistic view of scientific practice. [ABSTRACT FROM AUTHOR] |
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