The Characteristics of NOS Lessons by Science Teachers: In the Context of ‘Science Inquiry Experiment’ Developed Under the 2015 Revised National Curriculum

Journal of the Korean Chemical Society

article

Minhwan Kim¹  Haemin Shin²  Taehee Noh² 

[1] The Center for Educational Research, Seoul National University;Department of Chemistry Education, Seoul National University

关键词: Nature of science;    Science teacher;    Science inquiry experiment;   

DOI  :  10.5012/jkcs.2022.66.5.362

学科分类：化学（综合）

来源: Korean Chemical Society

【 摘 要 】

In this study, science teachers’ NOS lessons were observed and the characteristics of the lessons were analyzed. Three science teachers who taught NOS in the ‘Science Inquiry Experiment’ developed under the 2015 revised curriculum participated in the study. Their NOS lessons were observed and interviews were conducted before and after lessons. Thecollected data were analyzed using analytical induction and constant comparative method. The analyses of the result revealedthe teachers' naive views on NOS were also revealed during the lessons. There were some cases where they showed naiveviews during the lessons even if they showed informed views in the interviews. Although the domains of NOS taught by themwere diverse, all of them taught ‘tentativeness’ and considered this an important goal. They tended to teach NOS with contentrelated with their major, and teaching NOS was found to be deeply related to their major. In the activity where students learnNOS by inferring the unknown object, teachers disclosed the unknown object, which is unlike the rule of the activity. Theythought that could help students’ learning. At last, although they emphasized teaching NOS, they either did not assess NOS orassessed NOS in a limited way. Based on the results, some directions for teacher education and follow-up study are suggested.

【 授权许可】

Unknown