INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION

Keyword: science teacher education

2 results found.

Research Article
Investigating Pre-Service Teachers’ Understanding of Nature of Science: Contributions of An Assessment Tool Based on the Reconceptualized Family Resemblance Approach
Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2290, https://doi.org/10.21601/ijese/12111
ABSTRACT: Several literature sources discuss the importance of nature of science (NOS) understanding and how having an understanding is central to being a scientifically literate citizen. As a result, developing NOS understanding is one of the most commonly stated objectives for science education. Acquiring views on NOS has been a prominent feature of research in this area since the 1960s. The following article provides a proof of concept for the transformation of a theoretical framework into a practical assessment tool (worksheet). The reconceptualized family resemblance approach to NOS is a theoretical framing of NOS which describes components of science in terms of categories subsumed under epistemic, cognitive and social systems. The aim is to explore its potential for use in science education and demonstrate its functionality so as to collect data on pre-service teachers’ understanding of NOS and substantiate what can be achieved through its application. The designed assessment tool has many purposes and in this case it was used in a pre-, post-, and delayed-post methodology to investigate pre-service teachers’ understanding of NOS following participation in NOS themed workshops. Implications for science teacher education will be discussed.
Research Article
“Maybe I Should Try Out Becoming a Teacher”: Why Science Majors Enter Science Teaching
Interdisciplinary Journal of Environmental and Science Education, 2020, 16(2), e2213, https://doi.org/10.29333/ijese/7817
ABSTRACT: This multiple-case study was conducted to evaluate claims that the literature on the recruitment of science majors into science teaching is sparse and unable to adequately explain why undergraduates decide to pursue science teaching.  I interviewed six undergraduate science majors who have committed to an initial science teacher preparation program to ascertain their motivations for choosing a career in teaching. This analysis reveals that the literature has not adequately identified all the reasons why a group of science majors decided to pursue science teaching. Four novel motives were identified which should inform future research into science teacher recruitment.