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Nature of science progression in school year 1–9: a case study of teachers’ suggestions and rationales
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. (LISMA)ORCID iD: 0000-0002-8255-3607
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. (LISMA)ORCID iD: 0000-0003-3175-5185
2017 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Epub ahead of print
Abstract [en]

The inclusion of nature of science (NOS) in science education has for a long  time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers’ perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers’ suggestions and rationales. In order to obtain teachers’ informed perspectives, we chose to involve six teachers (teaching grades 1–9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers’ suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers’ rationales for whether specific NOS issues  should be included or not at different stages. The article discusses the implications for teacher education and professional development.

Place, publisher, year, edition, pages
2017.
Keyword [en]
Nature of science, NOS progression, NOS teaching, Teachers’ perspectives
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-17073DOI: 10.1007/s11165-017-9628-0OAI: oai:DiVA.org:hkr-17073DiVA: diva2:1130591
Available from: 2017-08-10 Created: 2017-08-10 Last updated: 2017-08-11Bibliographically approved

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Leden, LottaHansson, Lena
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
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  • vancouver
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More styles
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  • de-DE
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  • Other locale
More languages
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