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Contemporary scienc...
Contemporary science as context for teaching nature of science : Teachers' development of popular science articles as a teaching resource
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- Hansson, Lena (författare)
- Kristianstad University,Lund University,Lunds universitet,Nationellt Resurscentrum för Fysik,Fysiska institutionen,Institutioner vid LTH,Lunds Tekniska Högskola,National Resource Centre for Physics Education,Department of Physics,Departments at LTH,Faculty of Engineering, LTH,Learning in Science and Mathematics (LISMA),LISMA
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- Leden, Lotta (författare)
- Kristianstad University,Lund University,Learning in Science and Mathematics (LISMA),LISMA
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- Pendrill, Ann Marie (författare)
- Lund University,Lunds universitet,Nationellt Resurscentrum för Fysik,Fysiska institutionen,Institutioner vid LTH,Lunds Tekniska Högskola,National Resource Centre for Physics Education,Department of Physics,Departments at LTH,Faculty of Engineering, LTH
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(creator_code:org_t)
- 2019-07-01
- 2019
- Engelska.
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Ingår i: Physics Education. - : IOP Publishing. - 0031-9120 .- 1361-6552. ; 54:5
- Relaterad länk:
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http://dx.doi.org/10... (free)
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https://doi.org/10.1...
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https://lup.lub.lu.s...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- Most of the physics (as well as the other sciences) taught in school can be described as well-established or consensus science. This is the kind of science knowledge that was mostly developed over a century ago. The inclusion of contemporary science research in compulsory school science teaching could be justified from a variety of reasons: increasing students' interest and motivation; providing insights into modern research practice; and as a frame for teaching nature of science (NOS) perspectives. The present article focuses on the latter - contemporary science as a means to teach NOS. The article builds on data from an in-service teacher training course that focused on ways to include contemporary science in lower secondary physics education. Each course participant chose a research area, interviewed a scientist, and wrote a popular science article based on the interview. The article was written with secondary students (13-15 years old) as a target audience. By the end of the course the participants designed, implemented and evaluated a teaching unit which was based on the popular science article. The present article analyses what NOS perspectives that have been included in the popular science articles. The results show a high diversity of NOS aspects, which indicate a great potential for taking contemporary science research as a starting point for NOS teaching.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Publikations- och innehållstyp
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- ref (ämneskategori)
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