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Conference Paper: Learning to Teach Nature of Science: A Focus on Working with Students’ Ideas

TitleLearning to Teach Nature of Science: A Focus on Working with Students’ Ideas
Authors
Issue Date2012
PublisherThe Australasian Science Education Research Association (ASERA).
Citation
The 43rd Annual Conference of Australasian Science Education Research Association (ASERA), Queensland, Australia, 27-30 June 2012. In the Conference Program and Abstracts of the 43rd Annual Conference of ASERA, 2012, p. 86-87 How to Cite?
Abstract
Incorporating the epistemic aspect of science has been a key feature of science curriculum reform in the last two decades. However preparing teachers to teach nature of science (NOS) has remained a great challenge. This paper examines how a two-year video-based teacher professional development (TPD) programme helped teachers focus on working with students’ ideas in teaching NOS. Through a mixed-method case study of the learning experiences of three teachers, supportive features of the programme were identified. These included: (1) provision of educative curriculum materials, (2) reviewing and reflecting on the teachers’ own lesson videos in a thematic approach, and (3) facilitating teachers’ reflection on the videos by provision of a theoretical tool. All these features were designed in such a manner that focused teachers’ attention on how students’ ideas can be used effectively develop NOS lessons. It is argued that if TPD developers provide programmes incorporating these three elements, then the reform vision of improving students’ understanding of the epistemic aspect of science will be realised.
Persistent Identifierhttp://hdl.handle.net/10722/161218

 

DC FieldValueLanguage
dc.contributor.authorYip, WYVen_US
dc.contributor.authorYung, BHWen_US
dc.contributor.authorLai, Cen_US
dc.date.accessioned2012-08-16T07:09:50Z-
dc.date.available2012-08-16T07:09:50Z-
dc.date.issued2012en_US
dc.identifier.citationThe 43rd Annual Conference of Australasian Science Education Research Association (ASERA), Queensland, Australia, 27-30 June 2012. In the Conference Program and Abstracts of the 43rd Annual Conference of ASERA, 2012, p. 86-87en_US
dc.identifier.urihttp://hdl.handle.net/10722/161218-
dc.description.abstractIncorporating the epistemic aspect of science has been a key feature of science curriculum reform in the last two decades. However preparing teachers to teach nature of science (NOS) has remained a great challenge. This paper examines how a two-year video-based teacher professional development (TPD) programme helped teachers focus on working with students’ ideas in teaching NOS. Through a mixed-method case study of the learning experiences of three teachers, supportive features of the programme were identified. These included: (1) provision of educative curriculum materials, (2) reviewing and reflecting on the teachers’ own lesson videos in a thematic approach, and (3) facilitating teachers’ reflection on the videos by provision of a theoretical tool. All these features were designed in such a manner that focused teachers’ attention on how students’ ideas can be used effectively develop NOS lessons. It is argued that if TPD developers provide programmes incorporating these three elements, then the reform vision of improving students’ understanding of the epistemic aspect of science will be realised.-
dc.languageengen_US
dc.publisherThe Australasian Science Education Research Association (ASERA).-
dc.relation.ispartofAnnual Conference of Australasian Science Education Research Association (ASERA)en_US
dc.titleLearning to Teach Nature of Science: A Focus on Working with Students’ Ideasen_US
dc.typeConference_Paperen_US
dc.identifier.emailYip, WYV: valyip@hku.hken_US
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_US
dc.identifier.authorityYip, WYV=rp01710en_US
dc.identifier.hkuros203919en_US
dc.identifier.spage86-
dc.identifier.epage87-
dc.publisher.placeAustralia-

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