Showing 3 results for Nature of Science
Saber Abdolmaleki, Kamal Dorrani, Noruzali Karamdust, Masuod Sadrolashrafi,
Volume 3, Issue 5 (6-2015)
Abstract
Achieving a scientific literacy is the purpose of teaching the science curriculum in educational systems in the world. One of the most important and the most essential components that increases scientific literacy in students, is teaching about the nature of science. Purpose of this study is to investigate the attitude of undergraduate students at University of Tehran toward the nature of science as a component of scientific literacy. The research is descriptive and was conducted in survey study method. The population of this research includes all undergraduate students in faculties of psychology and educational sciences, and basic sciences. From this population, a sample size of 779 persons in stratified sampling method and considering the proportions (gender and faculty) was selected. In order to collect the attitudes of students about the nature of science, a questionnaire was designed based on the theoretical foundations of the project 2061 and its reliability and validity were examined and approved. One-sample t-test results indicate that the average of understanding the nature of science and its dimensions in students have significant differences with the average scores. Also the MANOVA test shows that there are significant differences between factor levels of faculties (faculty of psychology and educational sciences and faculty of basic sciences) about “nature of science” variable. Results showed that students have poor understanding about the nature of science and its dimensions. Based on the analysis of the results of conducted researches, the reasons can be traced in these factors: paying no attention to the components of nature of science in the development and design of science curriculum, low teachers’ knowledge and understanding about nature of science, lack of the development of science and technology in society and lack of the economical, political and cultural support structures for science and its values. The results also showed that students of basic science have more understanding about nature of science than students of psychology and educational sciences. The reason for that can be found in the nature of academic disciplines in two faculties and the amount of addressing the subject matters about science and nature of science in their curriculum.
Ms. Marzieh Sardari, Dr. Firooz Mahmoodi, Dr. Eskandar Fathiazar, Dr. Rahim Badri,
Volume 7, Issue 14 (10-2019)
Abstract
The purpose of this research is the effect of Schwab’s invitation to inquiry method and flipping problem solving on the academic function on Biology course of students of tenth grade with modifying critical thinking.This research’s method is semi – experimental with pre – test and post – test and control group. Its statistical community includes female students of tenth grade of Tabriz city at the academic years of 2015-2016.Sample size consists of 69students of tenth grade were chosen by multistage cluster sampling methodGathering information tools include Ricketts critical thinking questionnaire and teacher made academic achievement test on Biology course.Data were analyze by covariance analysis method..The results indicated, critical thinking could be able act as a mediator in the effect of Schwab’s invitation to inquiry method on achievement of students werethought by Schwab’s invitation to inquiry method. In the other way it couldn’t act as a mediator in flipping problem solving
حمیده Hoorfar, Zahra Niknam, Majid Malekan, Effat Abbas,
Volume 11, Issue 22 (9-2023)
Abstract
This study analyzes Iranian research on science education curriculum focusing on the nature of science.How the nature of science has been addressed in Iranian research on science education curriculum is question. This study was conducted with a qualitative approach and by reviewing Iranian studies. 32 documents were examined and analyzed. The review and analysis indicate that Iranian studies have mainly focused and pay a lot of attention to the intended curriculum, at the expense of sidelining the implemented and acquired curricula.There is little field research from classrooms and a huge gap in interpretive research Also, there is almost no research on teaching the nature of science to primary students.Classroom activities and learners' experiences in educational environments are an integral part of the curriculum, therefore, it is necessary to conduct qualitative field research, such as ethnography, for gaining a deeper understanding of the implemented and experienced levels of the curriculum.
