Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?
Abstract
:1. Introduction
2. Research Questions
3. Nature of Science
4. Models
5. Materials and Methods
5.1. Context of the Study
5.2. Participants
5.3. Procedures and Instruments
5.4. Intervention Programme
6. Results
6.1. Prospective Science Teachers’ Views of NOS and Models
6.2. Class Observation
6.3. Final Interviews
6.3.1. Prospective Science Teachers
6.3.2. School Supervisors
6.4. Individual Analysis and Discussion of the Results
6.4.1. Sofia, Francisco and Their Supervisor (José)
Sofia
I talked with my school supervisor and he told me not to talk about those aspects. He would do that later. It would be easier for me. (…) The content was already complicated, so we decided in that way.
I do not remember to focus on aspects of NOS, I was only focused on the experiment.
I think that in the first classes, there were some difficulties in content knowledge transmission; it should be more detailed and rigorous.
In science teaching I think that interaction is fundamental. In this interaction, scientific content transmission must be rigorous and detailed. For this transmission to be more efficient, I think that we must rely on laboratorial experiments, as well as on models (…). Models are important in science teaching, as they represent a complement to the subject under analysis and facilitate understanding of scientific phenomena or aspects. (…)
Of course my school supervisor had influenced my work this year. Mainly regarding scientific content, as my school supervisor was extremely demanding and rigorous in that aspect.
Francisco
With the activity that I have conducted, I think that it was intrinsic, I showed a diversity of instruments (…) and they understand that there has been some evolution with electronic microscopes, I think that they understand it by themselves, there was no need to talk about it.
Francisco: I would like to do a historical contextualization of how scientific knowledge about the cell evolves. As you may imagine, in the past there were no methods to study small structures as cells. Here we may observe a timeline… As you may see in 1950, Janssen constructed the first microscope (…). Lastly, in 1996 Campbell was responsible for all the work regarding the cloning of Dolly the sheep.(Observation of Francisco’s class)
Sofia, Francisco and José
6.4.2. Maria, Inês and Their Supervisor (Paula)
Maria
They understand the idea (…) and they agreed with what has been said regarding the nature of science.
Inês
I didn’t promote the debate between students regarding the nature of science, due to the lack of time and as I gave more relevance to conceptual knowledge.
Maria, Inês and Paula
6.4.3. Carolina, Rita and Their Supervisor (Joana)
Carolina
Due to time constraints that we have (…). Also they are not capable of maintaining a discussion, they are not critical enough to do that.
Rita
I think that continuous teacher training is important, because there is a mismatch. For example, we teach as we were taught in our master’s degree programme, we teach like that and students like it (…). However in-service teachers do not teach the nature of science. They include aspects of our day-to-day life; and science, technology, society and environmental education is highly developed, contrary to what happens with the nature of science instruction.
Rita: In your opinion, what is a model?Students: Something that provides us a basis, to answer certain questions…Rita: Hum. Ok… More… It may be something, in this case, for us to understand coastal erosion, which is a natural phenomenon. However, what is the difference between a scientific model and the model that we are going to use here in class?Students: …Rita: So, we are going to simply simulate coastal erosion, with some materials which I am going to provide, for you to better understand in the class how coastal erosion happens. But, scientists, as we are going to see later, to evolve and investigate use scientific models that may be used to predict phenomena.(Observation of Rita’ class)
Carolina, Rita and Joana
7. Results Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent statement
Data Availability Statement
Conflicts of Interest
Appendix A
Dimensions | Examples of Representative Questions | |
---|---|---|
Classes’ objectives |
| |
General overview |
| |
Analysis of particular activities |
| |
Scientific models | 1. Did you use models in your classes? | |
| 1.1 If you did not use models explain why. | |
| ||
Nature of Science |
| |
| 2.1 If you did not teach NOS, explain why. | |
| ||
Annual Planning | 1. We verified that prospective science teachers developed an activity for the school that resorted to models. What were the objectives of this activity? | |
General questions |
|
Appendix B
Dimensions | Examples of Representative Questions |
---|---|
Professional characterization |
|
Group work characterization |
|
Logistical conditions characterization |
|
General view of science education |
|
Scientific models views |
|
Nature of Science views |
|
General questions |
|
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Views Categories | Examples of More Informed Views | Examples of More Naïve Views | |
---|---|---|---|
Targeted NOS Aspects | |||
Empirical Basis of Science |
|
| |
Scientific Method |
|
| |
General Structure of Experiments |
|
| |
Observationally Based Disciplines |
|
| |
Inferential Nature of Scientific Knowledge |
|
| |
Subjectivity in Science |
|
| |
Creativity and Imagination in Science |
|
| |
Social/Cultural Influences |
|
| |
Tentativeness of Scientific Knowledge |
|
| |
Theories Change |
|
| |
Scientific Theories/Laws |
|
| |
Scientific Theories Nature |
|
| |
Scientific Theories’ Functions |
|
| |
History of Science and Historical Models |
|
|
Views Categories | Pre | Post | ||||||
---|---|---|---|---|---|---|---|---|
Teacher | Without Information | Informed Views | Transitional views | Naïve Views | Informed Views | Transitional Views | Naïve Views | |
Maria | --- | 8 | 2 | 4 | 12 | --- | 2 | |
Sofia | 1 | 7 | 2 | 4 | 12 | 2 | --- | |
Inês | --- | 3 | 2 | 9 | 12 | 2 | --- | |
Rita | 1 | 6 | 1 | 6 | 13 | 1 | --- | |
Francisco | --- | 3 | 1 | 10 | 13 | 1 | --- | |
Carolina | --- | 6 | 2 | 6 | 11 | 2 | 1 |
Views Categories | Examples of More Informed Views | Examples of More Naïve Views | |
---|---|---|---|
Evaluated Aspects | |||
Scientific Model Concept |
|
| |
Scientific Model Purposes |
|
| |
What Can Be Represented by a Scientific Model |
|
| |
Relationship Between Scientific Model and Theory |
|
| |
Change in Scientific Models |
| --- | |
Multiplicity of Scientific Models |
|
| |
Models’ Contribution in Science Teaching |
|
| |
Favourable Conditions for Students to Develop Models |
|
| |
Differences Between Models in Science Teaching and Models in Science |
|
|
Pre | Post | ||||
---|---|---|---|---|---|
Views Categories | Informed Views | Naïve Views | Informed Views | Naïve Views | |
Teacher | |||||
Maria | 3 | 6 | 8 | 1 | |
Sofia | 3 | 6 | 6 | 3 | |
Inês | 4 | 5 | 8 | 1 | |
Rita | 6 | 3 | 9 | --- | |
Francisco | 5 | 4 | 7 | 2 | |
Carolina | 4 | 5 | 8 | 1 |
Teachers | Maria | Sofia | Inês | Rita | Francisco | Carolina | |
---|---|---|---|---|---|---|---|
Observations | |||||||
Teach Certain NOS Aspects | Yes (in a limited way) | No | Yes (in a limited way) | Yes | No | Yes | |
Use Models in Science Classes | Yes | No | Yes | Yes | Yes | Yes | |
For the Understanding of Content Knowledge | Yes | No | Yes | Yes | Yes | Yes | |
For the Understanding of How to Perform Science | Yes | No | No | Yes | No | Yes | |
For the Understanding of Nature of Science | No | No | No | Yes | No | No |
Observations | Views about NOS | Views about Models | Reasons that Justify Their Practices Concerning NOS | Reasons that Justify Their Practices Concerning Models | School Supervisor’s Influence on Prospective Teacher Work | |
---|---|---|---|---|---|---|
Teachers | ||||||
Sofia | Improved | Improved | Concept knowledge was prioritized. The content was not considered appropriate to teach NOS. Agreement with school supervisor to not teach NOS. Did not remembered to teach NOS. NOS instruction does not attract students. | Did not remembered to use models. | Yes (mainly concerning accuracy of scientific content and by making suggestions). | |
Francisco | Improved | Improved | Taught NOS implicitly. Did not feel confident to teach NOS. Time constraints limited NOS instruction. The content was not considered the most appropriate to teach NOS. Student’s characteristic may hinder NOS instruction. | Time constraints limited how models were explored. Some difficulties revealed, such as, to guarantee that all students understand and the choice of the best model. Modelling activities were perceived as positive for students. | Yes (mainly concerning accuracy of scientific content) | |
Maria | Improved | Improved | The content was considered a limiting aspect to NOS instruction. Considered that students liked and understood NOS. | No difficulties in using models. Modelling activities were perceived as positive for students. | Considered that school supervisor did not influence her work. | |
Inês | Improved | Improved | Concept knowledge is prioritized. Time constraints, the content and characteristics of students were perceived as limiting factors. Considered that students understood NOS. | Some difficulties revealed concerning the materials that were used. Modelling activities were perceived as positive for students. | Yes (by discussing the planning and by making suggestions) | |
Carolina | Improved | Improved | Concept knowledge is prioritized. Time constraints and characteristics of students were perceived as limiting factors. Considered that NOS instruction does not attract students, but students understood NOS. | Some difficulties revealed, such as, students’ management, the additional preparation required and how to guarantee that the model will work. Modelling activities were perceived as positive for students. | Yes (making suggestions) | |
Rita | Improved | Improved | NOS instruction considered difficult. Although student’s characteristic may hinder NOS instruction, it is considered that students liked and understood NOS. | Some difficulties revealed, such as, the additional preparation required, to guarantee that all students understand and that the model will work. Modelling activities were perceived as positive for students. | Yes (making suggestions. Rita also revealed that she learnt by observing her supervisor’ classes) |
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Torres, J.; Vasconcelos, C. Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes? Educ. Sci. 2021, 11, 688. https://doi.org/10.3390/educsci11110688
Torres J, Vasconcelos C. Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes? Education Sciences. 2021; 11(11):688. https://doi.org/10.3390/educsci11110688
Chicago/Turabian StyleTorres, Joana, and Clara Vasconcelos. 2021. "Models and the Nature of Science: What Mediates Their Implementation in Portuguese Biology and Geology Classes?" Education Sciences 11, no. 11: 688. https://doi.org/10.3390/educsci11110688