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ERIC Number: EJ1147592
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
A Comparison of Two Approaches to Developing In-Service Teachers' Knowledge and Strategies for Teaching Nature of Science
Vhurumuku, Elaosi; Chikochi, Andrew
African Journal of Research in Mathematics, Science and Technology Education, v21 n1 p97-106 2017
This paper reports the results of a study that compared two approaches to developing in-service teachers' subject matter knowledge and strategies for teaching nature of science. A treatment post-test only quasi-experimental research design was used. One group of in-service teachers (n = 15) was taught using what is called a capsular approach. In this approach in-service teachers were first taught elements of the history, the philosophy, the sociology of science and scientific literacy and then introduced to strategies for teaching nature of science. Another cohort of in-service teachers (n = 11) was taught using what is called a heuristic approach. In this approach, in-service teachers were not taught about the history of science, the philosophy of science, the sociology of science and scientific literacy, but only about the basic tenets of nature of science and strategies for teaching nature of science. Quantitative and qualitative data from the post-treatment was gathered through a Likert questionnaire, semi-structured interviews and analysis of lesson plans. Statistical, typographical and interpretive comparative analysis of this data reveals that the capsular approach was more effective compared with the heuristic approach. Recommendations are made for explicitly developing teachers' pedagogical content knowledge for nature of science.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa