Teachers' Understandings on the Nature of Science
Teachers’ Understandings on the Nature of Science: Implications to Science Education Reforms in the Philippines
Abstract. This study investigates the conceptions on the nature of science (NOS) among new and experienced teachers in the Philippines. An in-depth analysis of the Likert and constructed responses revealed the participants’ understandings on six NOS themes. Findings suggest that the notions of both groups are generally in the uninformed state and essentially at the same level with each other and those owned by other individuals studied elsewhere. It appears that teaching experience does not contribute to the development of sound NOS views. Naïve concepts emergent from the responses may serve as initial issues in the evaluation of instructional protocols and materials relevant to NOS. Implications in the context of the science education reform efforts in the Philippines are presented.
1 Introduction
Scientific literacy is recognized as the most significant goal of science education globally. More specifically, science educators aim to cultivate among learners “the ability to use scientific knowledge to make informed personal and societal decisions” (Lederman, 1998). In the Philippines, this is translated as “science and technology for everyday life” (Tan, 2008) which forms the core of the Science Curriculum Framework for Basic Education, derived from the country’s vision-mission of science and mathematics (S & M) education as follows:
“To have Filipino learners who are critical thinkers, have and are able to use their knowledge in S & M for generating and communicating new ideas, and in making wise decisions to uplift their quality of life, as well as contribute to the creation of a just and humane society.” (BESRA, 2006 cited in Tan, 2008, p.34)
The role of the teacher as a facilitator in achieving this goal cannot be understated. Thus, the major thrust of reform movements in science education is professional
Abstract. This study investigates the conceptions on the nature of science (NOS) among new and experienced teachers in the Philippines. An in-depth analysis of the Likert and constructed responses revealed the participants’ understandings on six NOS themes. Findings suggest that the notions of both groups are generally in the uninformed state and essentially at the same level with each other and those owned by other individuals studied elsewhere. It appears that teaching experience does not contribute to the development of sound NOS views. Naïve concepts emergent from the responses may serve as initial issues in the evaluation of instructional protocols and materials relevant to NOS. Implications in the context of the science education reform efforts in the Philippines are presented.
1 Introduction
Scientific literacy is recognized as the most significant goal of science education globally. More specifically, science educators aim to cultivate among learners “the ability to use scientific knowledge to make informed personal and societal decisions” (Lederman, 1998). In the Philippines, this is translated as “science and technology for everyday life” (Tan, 2008) which forms the core of the Science Curriculum Framework for Basic Education, derived from the country’s vision-mission of science and mathematics (S & M) education as follows:
“To have Filipino learners who are critical thinkers, have and are able to use their knowledge in S & M for generating and communicating new ideas, and in making wise decisions to uplift their quality of life, as well as contribute to the creation of a just and humane society.” (BESRA, 2006 cited in Tan, 2008, p.34)
The role of the teacher as a facilitator in achieving this goal cannot be understated. Thus, the major thrust of reform movements in science education is professional
References: Andoy, V. D. et al.: 2009. “General Education: Science”, Integration and Validation of the NCBTS-Based TOS for LET, http://eduphil.org/forum/ncbts-based-table-of-specifications-for-the-let-t-2969.html (Retrieved October 25, 2011) Bernardo, A Global Trends in Mathematics and Science Education Reform and Their Implications for Philippine Reform Efforts”, cids.upd.edu.ph/chronicle/.../chronv3n2_infocus06_pg6.html (Retrieved August 1, 2010) Crowther, D Kokkotas, P. and Piliouras, P.: 2005, “Bridging History of Science and Science Education: The MAP prOject”, http://www.ihpst2005.leeds.ac.uk/papers/Kokkotas_Piliouras.pdf (Retrieved August 1, 2010) Lederman, J McComas, W, F.: 1998, “The Principal Elements of the Nature of Science: Dispelling the Myths”, coehp.uark.edu/pase/TheMythsOfScience.pdf, (Retrieved October 22, 2011) Morano, L Salmorin, L. M.: 2007, “Process and Inquiry Approaches to Science Teaching”, Abiva Publishing House, Inc., sci-humor.blogspot.com/.../process-and-inquiry-approaches-to.html. (Retrieved August 1, 2010) Schwartz, R Smith, M. U. & Scharman, L. S.: 1998, “Defining versus Describing the Nature of Science: A Pragmatic Analysis for Classroom Teachers and Science Educators” citeseerx.ist.psu.edu/viewdoc/download?doi=10... (Retrieved August 1, 2010) Taber, K Thye, L. T. & Kwen, H. B.: 2003, “Assessing the Nature of Science Views of Singaporean Pre-service Teachers”, www.aare.edu.au/03pap/tan03096.pdf. (Retrieved August 1, 2010) Zhang, B