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Rutherford visits middle school: a case study on how teachers direct attention to the nature of science through a storytelling approach
Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0003-3175-5185
Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
Germany.
Lunds universitet.
2019 (engelsk)Inngår i: Physics Education, ISSN 0031-9120, E-ISSN 1361-6552, Vol. 54Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

It has long been argued that nature of science (NOS) is an important part of science teaching. In the literature, many different approaches to NOS have been suggested. This article focuses on a storytelling approach, and builds on data from audio recordings from three middle-school (school year 6) classrooms. The three science classes are run by three science teachers who have been introduced to NOS and storytelling during a oneday workshop. These three teachers chose to tell the students a story about Ernest Rutherford. The stories told by the teachers, as well as the whole-class discussions afterwards, are analysed with respect to what NOS aspects were communicated. The results show that many different NOS aspects, such as the tentative nature of scientific models, empirical aspects of the scientific knowledge process, as well as human aspects of science, emerge in the context of the story about Rutherford and his work on the atomic model. The results indicate promising possibilities for storytelling as an approach to NOS teaching.

sted, utgiver, år, opplag, sider
2019. Vol. 54
Emneord [en]
natur of science; NOS; storytelling; middle school, science teaching
Emneord [sv]
naturvetenskapernas karaktär, storytelling, berättande, mellanstadie, naturvetenskap, undervisning
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-19229OAI: oai:DiVA.org:hkr-19229DiVA, id: diva2:1305167
Merknad

Tilgjengelig fra: 2019-04-15 Laget: 2019-04-15 Sist oppdatert: 2019-04-16bibliografisk kontrollert

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