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Identifier

000417595

Title

Η επίδραση της φύσης της επιστήμης στην ανάπτυξη και εφαρμογή διδασκαλιών διερευνητικής μάθησης από φοιτητές του Π.Τ.Δ.Ε

Alternative Title

The effect of nature of science on the development and implementation of inquiry learning instructions by students of the pedagogical department of primary education

Author

Χοκούρογλου, Δημήτριος

Reviewer

Καλογιαννάκης, Μιχάλης

Thesis advisor

Σταύρου, Δημήτρης

Abstract

Achieving scientific literacy has been a lasting pursuit of the educational community in recent years. To meet this goal, the contemporary tendency in science education does not only focus on acquiring the scientific knowledge by students, but also on understanding the way that science works. Even though Inquiry Learning sufficiently fulfills the requirements of these goals, difficulties have been observed in applying this approach in science classes due to teachers’ misconceptions about the Nature of Science (NOS). Thus, in order a teacher to be able to guide students in the process of inquiry, he should have the necessary knowledge about inquiry. For this reason, teacher education is necessary to focus on teachers’ understanding about the scientific endeavor. In this way, the necessary background for the development of a proper inquiry-based instruction could be ensured. Although many efforts have been made to improve teachers' perceptions on NOS, there is no empirical evidence to illustrate in which way this helps teachers to develop Inquiry-based Learning modules. The purpose of the present study is to investigate the possible effect that the acquisition of the knowledge of NOS may have on the development and implementation of Inquiry-based instructions by prospective teachers. In a sample of eight students of the Pedagogical Department of Primary Education, training activities related to NOS were carried out in order to test possible modifications they made during the construction and application of Inquiry-based Learning modules. The outcome of the research shows that the actions carried out finally improved students' perceptions about NOS, while there is data on specific aspects of NOS that have affected the way students constructed Inquiry-based Learning modules. This influence was reflected in specific aspects of Inquiry Learning.

Language

Greek

Subject

Inquiry learning

Nature of science

Scientific literacy

Teacher training

Διερευνητική μάθηση

Εκπαίδευση εκπαιδευτικών

Επιστημονικός γραμματισμός

Φύση της Επιστήμης

Issue date