Session Information
10 SES 11 A, Research on Programmes and Pedagogical Approaches in Teacher Education
Paper Session
Contribution
The knowledge that has been built up since the first eras is collected systematically. In recent times, with the rapid advance in knowledge and technology, it becomes difficult to follow new concepts, understandings, and phenomena in science. Therefore, teaching different ways to attain knowledge has been emphasized rather than supplying accumulative knowledge to students. As a part of this evolving world, students need to be gained the skills of accessing and analyzing the knowledge; scientific thinking skills (Bilgin, 2006; McDermott, 1991).
Scientific thinking includes the skills of generating, testing, revising theories, reasoning, problem solving, and reflecting on the process of knowledge acquisition and change (Koslowski, 1996; Kuhn & Franklin, 2006; Wilkening & Sodian, 2005). Participants deal with some or all of the components of scientific inquiry, for example designing experiments, evaluating evidence and making inferences in the service of forming and revising theories about the phenomenon under investigation.
Science education is increasingly turning to the instruction of the processes of science as a valid educational objective. The teaching of science includes the teaching of scientific thinking skills. Curriculum developers have taken into account these skills while preparing the objectives of science curriculum. In order to implement the new curriculum emphasizing scientific thinking skills we need teachers who have these skills and also manage to make students gain these skills. Thus, reform in science curriculum for secondary school is not enough to have a successful reform movement. Teacher education which is one of the most important components of science education should be taken into account.
The purpose of this study is to examine the content of physics teacher education curriculum on the aspects of scientific thinking skills. The research question guiding this study is: How does physics teacher education curriculum at Middle East Technical University present scientific thinking skills? Although there is one case in this study, the results will be helpful to other universities in terms of how to include and emphasize scientific thinking skills into the teacher education curriculum.
Method
Expected Outcomes
References
Bilgin, I. (2006). The effect of hand-on activities incorporating a cooperative learning approach on eight grade students’ science process skills and attitude toward science. Journal of Baltic Science Education, 1(9), 27-36. Fraenkel, J. R., Wallen, N. E. (2006). How to design and evaluate research in education. McGraw Hill, San Francisco. McDermott, L. C. (1991). What we teach and what is learned-closing the gap. American Journal of Physics, 59(4), 301-314. Koslowski, B. (1996). Theory and evidence: The development of scientific reasoning. Cambridge: MIT Press. Krippendorff, K. (2004). Content analysis: An introduction to its methodology. Sage Publications, London. Kuhn, D., Franklin, S. (2006). The second decade: What develops (and how). In: W. Damon, R.M. Lerner, (Series Eds), D. Kuhn & R. S. Siegler (Vol. Eds), Handbook of child psychology: Vol. 2. Cognition, perception and language (6th ed.) (pp. 953-993). Hoboken, NJ: John Wiley & Sons. Martínez-Gracia, M. V. et al. (2006). Analysis of molecular genetics content in Spanish secondary school textbooks. Journal of Biological Education, 40(2), 52-61. Tamir, P. (1985). Content analysis focusing on inquiry. Journal of Curriculum Studies, 17(1), 87-94. Weber, R. P. (1985). Basic Content Analysis. Sage Publications, London. Wilkening, F., & Sodian, B. (2005). Scientific reasoning in young children: Introduction. Swiss Journal of Psychology, 64, 137–139.
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