A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education
DOI:
https://doi.org/10.28976/1984-2686rbpec2017172621Palavras-chave:
conceptions of science, consensus view, lists of NOS aspects, NOS lists, NOS views, research methods, research trends, systematic review, survey instruments.Resumo
The nature of science (NOS) has been highlighted as an important component of science education, since scientific knowledge can contribute to decision-making by contemporary citizens. There are few quantitative review studies in the field of science education. Given the importance of the topic, and the need to organize and understand the knowledge produced by research on conceptions of NOS, we carried out a systematic review based on the principles of PRISMA, in order to quantify and initiate reflection on (i) the publication trends of articles on NOS conceptions (ii) the main characteristics of these articles, (iii) the NOS aspects frequently cited as important for teaching, and (iv)the main strategies used to access NOS conceptions. We analyzed 396 articles published up to February 2015 in Teaching and Education journals listed on WebQualis 2013. Our systematic review represented an initial effort to present an overview of the area, and enabled us to identify research trends and gaps. Investigational efforts are needed to investigate NOS conceptions in the Brazilian context that are associated with the teaching of specific disciplines. We found twenty-five NOS aspects reported to be important for teaching, addressed part of the debate on consensus and the lists of NOS aspects, and presented general characteristics of the main questionnaires used to investigate NOS
conceptions.
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Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
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Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39–55.
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Khishfe, R., & AbdElKhalick, F. (2002). Influence of explicit reflective versus implicit inquiryoriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
Khishfe, R. (2014). Explicit Nature of Science and Argumentation Instruction in the Context of Socio-scientific Issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016.
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Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.
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Azevedo, N. H., & Scarpa, D. L. (2017). Decisões envolvidas na elaboração e validação de um questionário contextualizado sobre concepções de natureza da ciência. Investigações em Ensino de Ciências. 22(2), 57–82.
Bayir, E., Cakici, Y., & Ertas, O. (2014). Exploring Natural and Social Scientists’ Views of Nature of Science. International Journal of Science Education, 36(8), 1286–1312.
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Clough, M. P. (2006). Learners’ responses to the demands of conceptual change: considerations for effective nature of science instruction. Science & Education, 15(5), 463–494.
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Cooley, W. W., & Klopfer, L. E. (1961). TOUS: Test on understanding science. Princeton, NJ: Education Testing Service.
Davson-Galle, P. (2008). Why compulsory science education should not include philosophy of science. Science & Education, 17(7), 677–716.
Duschl, R., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science and Education, 22, 2109–2139. doi: 10.1007/s11191-012-9539-4
Feldman, A., Divoll, K. A., & Rogan-Klyve, A. (2013). Becoming researchers: The participation of undergraduate and graduate students in scientific research groups. Science Education, 97(2), 218–243.
Figueirêdo, K. L., Justi, R. (2011). Uma proposta de formação continuada de professores de ciências buscando inovação, autonomia e colaboração a partir de referenciais integrados. Revista Brasileira de Pesquisa em Educação em Ciências, 11(1), 169–190.
Fourez, G. (1997). Scientific and Technological Literacy as a Social Practice. Social Studies of Science, 27(6), 903–936.
Freitas, D. (2008). A perspectiva curricular Ciência Tecnologia e Sociedade – CTS – no ensino de ciência. In: A. C. Pavão, D. Freitas (Org.). Quanta Ciência há no Ensino de Ciências. (pp. 229–237). São Carlos: EdUFScar.
Gil-Pérez, D., Fernández, I., Carrascosa, J., Cachapuz, A., & Praia, J. (2001). Para uma imagem não deformada do trabalho científico. Ciência & Educação, 7(2), 125–153.
Hacieminoglu, E., YilmazTuzun, O., & Ertepinar, H. (2012). Development and validation of nature of science instrument for elementary school students. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 258–283.
Harding, P., & Hare, W. (2000). Portraying science accurately in classrooms: Emphasizing open-mindedness rather than relativism. Journal of Research in Science Teaching, 37(3), 225–235.
Harres, J. B. S. (1999). Uma revisão de pesquisas nas concepções de professores sobre a natureza da ciência e suas implicações para o ensino. Investigações em Ensino de Ciências, 4(3), 197–211.
Hodson, D. (1998). Science fiction: the continuing misrepresentation of science in the school curriculum. Curriculum Studies, 6(2), 191–216.
Hodson, D. (1994). Seeking directions for change: The personalization and politicization of science education. Curriculum Studies, 2(1), 71–98.
Hodson, D. (2001). Inclusion without assimilation: Science education from an anthropological and meta-cognitive perspective. Canadian Journal of Science, Mathematics and Technological Education, 1(2), 161–182.
Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553.
Hodson, D., & Wong, S.L. (2014). From the horse’s mouth: Why scientists’ views are crucial to nature of science understanding. International Journal of Science Education, 36(16), 2639–2665.
Irzik, G., & Nola, R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20(7), 591–607.
Khishfe, R., & AbdElKhalick, F. (2002). Influence of explicit reflective versus implicit inquiryoriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.
Khishfe, R. (2014). Explicit Nature of Science and Argumentation Instruction in the Context of Socio-scientific Issues: An effect on student learning and transfer. International Journal of Science Education, 36(6), 974–1016.
Kimball, M. E. (1967). Understanding the nature of science: A comparison of scientists and science teachers. Journal of Research in Science Teaching, 5(2), 110–120.
Knopf, J. W. (2006). Doing a literature review. PS: Political Science & Politics, 39(1), 127–132.
Koulaidis, V., & Ogborn, J. (1995). Science teachers philosophical assumptions: How well do we understand them? International Journal of Science Education, 17(3), 273–283.
Leach, J., Millar, R., Ryder, J., & Sére, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10(6), 497–527.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29(4), 331–359.
Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831879). Mahwah, N.J: Lawrence Erlbaum Associates
Lederman, N. G., AbdElKhalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.
Lederman, J. S., & Khishfe, R. (2002). Views of nature of science, Form D. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, J. S., & Ko, E. K. (2002). Views of nature of science, Form E. Unpublished paper. Illinois Institute of Technology, Chicago.
Lederman, N. G., & O’malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use, and sources of change. Science Education, 74(2), 225–239.
Lemke, J. L. (2001). Articulating Communities: Sociocultural Perspectives on Science Education. Journal of Research in Science Teaching, 38(3), 296–316.
Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2006). Student understanding of science and scientific inquiry (SUSSI): Revision and further validation of an assessment instrument. Paper presented at the The annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Lidar, M., Lundqvist, E., & Ostman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers’ epistemological moves and students’ practical epistemology. Science Education, 90(1), 148–163.
Mayr, E. (2004). What makes biology unique? Considerations on the autonomy of a scientific discipline. Cambridge: Cambridge University Press.
Marandino, M., Selles, S. E., Ferreira, M. S. (2009). Ensino de Biologia: histórias e práticas em diferentes espaços educativos. São Paulo: Cortez.
Matthews, M. R. (1992). History, philosophy and science teaching: the present reapprochement. Science & Education, 1(1), 11–48.
Matthews, M. R. (1998). In defense of modest goals when teaching about the nature of science. Journal of Research in Science Teaching, 35(2), 161–174.
Matthews, M. R. (2012). Changing the focus: from nature of science to features of science. In Khine, M. S. (Ed.). Advances in nature of science research (pp. 3–26). Dordrecht: Springer.
McComas, W. F. (2006). Science Teaching beyond the Classroom. Science Teacher, 73(1), 26–30.
McComas, W. F. (2008). Seeking historical examples to illustrate key aspects of the nature of science. Science & Education, 17(2–3), 249–263
McComas, W. F., Almazroa, H., Clough, M. (1998). The Nature of Science in Science Edu- cation: an introduction. Science & Education, 7(6), 11–532.
McComas, W. F., & Olson, J. K. (1998). The Nature of Science in International Science Education Standards Documents. In McComas, W. F. (Ed.). The Nature of Science in Science Education: Rationales and Strategies (pp. 41–52). Drodrecht: Kluwer.
Miller, J. D. (1993). Theory and measurement in the public understanding of science: a rejoinder to Bauer and Schoon. Public Understanding of Science, 2(3), 235–243.
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). The PRISMA Group. Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement. PLoS Med, 6(6). doi:10.1371/journal.pmed1000097.
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2017-08-31
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A Systematic Review of Studies about Conceptions on the Nature of Science in Science Education. (2017). Revista Brasileira De Pesquisa Em Educação Em Ciências, 17(2), 621-659. https://doi.org/10.28976/1984-2686rbpec2017172621
