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Conference Paper: Learning to Teach Nature of Science: A Focus on Working with Students’ Ideas
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TitleLearning to Teach Nature of Science: A Focus on Working with Students’ Ideas
 
AuthorsYip, WYV
Yung, BHW
Lai, C
 
Issue Date2012
 
PublisherThe Australasian Science Education Research Association (ASERA).
 
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. 86-87 [How to Cite?]
 
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 FieldValue
dc.contributor.authorYip, WYV
 
dc.contributor.authorYung, BHW
 
dc.contributor.authorLai, C
 
dc.date.accessioned2012-08-16T07:09:50Z
 
dc.date.available2012-08-16T07:09:50Z
 
dc.date.issued2012
 
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.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. 86-87 [How to Cite?]
 
dc.identifier.epage87
 
dc.identifier.hkuros203919
 
dc.identifier.spage86
 
dc.identifier.urihttp://hdl.handle.net/10722/161218
 
dc.languageeng
 
dc.publisherThe Australasian Science Education Research Association (ASERA).
 
dc.publisher.placeAustralia
 
dc.relation.ispartofAnnual Conference of Australasian Science Education Research Association (ASERA)
 
dc.titleLearning to Teach Nature of Science: A Focus on Working with Students’ Ideas
 
dc.typeConference_Paper
 
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<item><contributor.author>Yip, WYV</contributor.author>
<contributor.author>Yung, BHW</contributor.author>
<contributor.author>Lai, C</contributor.author>
<date.accessioned>2012-08-16T07:09:50Z</date.accessioned>
<date.available>2012-08-16T07:09:50Z</date.available>
<date.issued>2012</date.issued>
<identifier.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</identifier.citation>
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<description.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&#8217; 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&#8217; own lesson videos in a thematic approach, and (3) 
facilitating teachers&#8217; reflection on the videos by provision of a theoretical tool. All these features 
were designed in such a manner that focused teachers&#8217; attention on how students&#8217; 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&#8217; understanding of 
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<publisher>The Australasian Science Education Research Association (ASERA).</publisher>
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