06 SES 03, Digital Media in Science Education
Parallel Paper Session
Yip (2006) pointed that some misunderstandings related to the nature of science lead science teachers to teach focused on scientific concepts and scientific facts, perpetuating these misunderstandings related to methods of scientific research, power of science and the limitations of science.
Cinema can be an important tool since as Tanis and Seroglou (2011) suggest most of the bad image that teachers and the general public have concerning the nature of science comes from the image conveyed by the mass media, by what is interesting to use these resources to reflect in the classroom or in teacher education programs about the different elements of the nature of science.
Depending on the films that have been used it could be associated with the use of some elements of history and philosophy of science (Abd-El-Khalick and Lederman, 2000) and historical-case events as a vehicle to illustrate the process of development of scientific ideas (Dawkins and Glatthorn, 1998; Niaz, 2009).
Discuss about myths, legends, scientific interpretations and about the relationships between the science and art, to help students thinking differently concerning the relationship between the science and culture. Also to acquire a better understanding of the nature of science and to acknowledge the potential role of science in the management of the society (Tanis and Seroglou, 2011), covering some key ideas on the nature of science: scientific methodology, theory change, scientific inference and explanation, values, gender issue, the meaning of discovering and inventing or scientific models, critically revise the images of science and scientists that are constructed in society, in scientific, historical, and popular literature, in mass media, and at school (Adúriz and Izquierdo, 2009).
Arroio (2010) has pointed that the audience can interact with the characters and share their emotions and actions showed in an audiovisual setting thus evidence the potential of audiovisual, scientific and common languages to be used as a tool to mediating science teaching and learning. In this work, we intend to introduce an additional component to the above mentioned: historical, epistemological, emotional and subjective by showing how the use of the cinema may contribute from a sociological perspective to understanding the nature of science.
Additionally, our interest in the sociology of science falls upon the fact that given the apparent overvaluation of epistemology in science, often juxtaposed to alienate the sociological aspects, vision of science policy in the descriptive perspective, the "how should work science " from " how the science actually works "(Zemplén 2009), so that the sociology of science, and the dissemination of scientific activities by the mass media are to place themselves within the same field of which it may be regarded as from outside science concepts.
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, Vol. 22, Issue 7, p. 665- 701. Adúriz-Bravo, A. & Izquierdo, M. (2009). A Research-Informed Instructional Unit to Teach the Nature of Science to Pre-Service Science Teachers. Science & Education, Vol.18, Issue 9, p. 1177–1192. Arroio, A. (2010). Context based learning: A role for cinema in science education. Science Education International. Vol. 21, Issue 3, p. 131-143. Dawkins, K. R. & Glatthorn, A. A. (1998). Using historical case studies in biology to explore the nature of science: A professional development program for high school teachers. In: W. F. McComas (ed.) The Nature of Science in Science Education. Drordrecht: Kluwer Academic Publishers, p. 163-176. Farías, D. M.; Castelló, J. (2011) Reading the history of science in science school textbooks from a sociological perspective. In: Science y Culture: Promise, challenge and demand: Proceedings of 11th International IHPST and 6th greek history, philosophy and science teaching joint conference. Thessaloniki: Epikentro publications, p.224-230. Latour, B. (2001). La esperanza de Pandora. Barcelona: Editorial Gedisa S.A. Niaz, M. (2009). Progressive transitions in chemistry teachers’ understanding of nature of science based on historical controversies. Science & Education, Vol. 18, Issue 1, p. 43–65. Tanis, E. & Seroglou, F. (2011) Cinema and science teaching: The use of science fiction films. Proceedings of 11th International IHPST and 6th greek history, philosophy and science teaching joint conference. Thessaloniki: Epikentro publications, p. 726-729. Yip, D. (2006). Using History to Promote Understanding of Nature of Science in Science Teachers. Teaching Education. Vol. 17, Issue 2, p. 157-166. Zemplén, G. (2009). Putting Sociology First—Reconsidering the Role of the Social in ‘Nature of Science’ Education. Science & Education, Vol. 18, Issue 5, p. 525-559.
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