Keywords: Nature of Science, Conceptual Understanding, Magnetism
Abstract:
The departure point for this research was the theoretical argument by Driver, Leach, Millar & Scott (1996), that referred to the importance of teaching the nature of science because of its contribution to the improvement of conceptual understanding. Through the systematic review of the research literature, using specific keywords on the SCOPUS database, we have come to the conclusion that there is a limited number of research efforts that explored the possible link between the nature of science and conceptual understanding (N = 7). In addition, through the careful study of these investigations, we were able to identify conflicting findings. Thus, due to the unclear picture on the possible connection between these two fundamental objectives of science teaching, we concluded that there was a need for a detailed study focusing on this specific investigation.
One possible interpretation of conflicting data in the bibliography might refer to differing definitions or distinct approaches for evaluation of students’ conceptual understanding. In this study, a specific definition is adopted, according to which conceptual understanding consists of two dimensions: a. the ability to apply scientific concepts when analyzing physical systems; and b. understanding of the epistemological dimensions of these concepts (Papadouris & Constantinou, 2017).
The research includes two studies with different methodological design and research questions. The aim of the first study was to investigate the connection between understanding the nature of science and students’ ability to apply concepts related to magnetism in the analysis of unknown systems. Also we wanted to compare the effectiveness of two different ways of integrating aspects of the nature of science into conceptual content: a. simultaneous teaching and b. parallel teaching. Participants (undergraduate students, N = 40) were divided into three groups: a control group (teaching of magnetism) and two experimental groups (teaching of magnetism and the nature of science). The difference between the experimental groups was the distinct ways of integrating the nature of science in the conceptual elaboration of magnetism. Findings do not support the hypothesis of a direct connection between the nature of science and conceptual understanding and indicate that the two teaching approaches to introducing the nature of science are equally effective in cultivating epistemological proficiency.
The second study investigates whether an understanding of the epistemological dimensions of magnetism arises automatically through teaching of the nature of science. We also investigated whether the understanding of these elements enhances students’ understanding of the nature of science and their ability to apply scientific concepts, related to magnetism, in the analysis of unknown systems. In this case, participants (undergraduate students, N = 33) were divided into two groups: a control group (teaching of magnetism and nature of science) and an experimental groups (teaching of magnetism, nature of science and epistemological dimensions of magnetism). The findings of the research suggest that an understanding of the epistemological dimensions of magnetism does not arise spontaneously. Additionally, no relationship was found between understanding of such elements with an understanding of the nature of science or the ability to apply scientific concepts to unknown systems.
Thesis full reference:
Charalambous, M. (2019). Investigation of Connections between Understanding Science Concepts and appreciation of the Nature of Science. (In Greek). Unpublished PhD Thesis, University of Cyprus, Nicosia.
Correspondence
Maria Charalambous
Learning in Science Group
Department of Educational Sciences
University of Cyprus
Nicosia
Cyprus
E-mail: maria-ch@hotmail.co.uk
