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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 10 (Jun., 2015)
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Asia-Pacific Forum on Science Learning and Teaching, Volume 16, Issue 1, Article 10 (Jun., 2015)
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The purpose of this study was to diagnose and improve 6th grade students' views of the NOS; particularly the tentativeness of nature of scientific knowledge. Based on the findings, we have reached following conclusions:
- The general class participation findings demonstrate that HOS-based stories attracted the students’ attention and motivated them to engage in class activities. Thus, HOS-based stories could be useful to engage students in class and may improve their learning of science. Moreover, the students were more interested in science. In other words, HOS-based stories attract students’ interest and motivate them to learn science. As Hidi and Renninger (2006) point out, greater interest in science might have prolonged effects on learning and possibly increased science aspirations in the future.
- The HOS-based stories allowed students to examine the developmental process of scientific knowledge. Thus, students’ views about the tentative nature of scientific knowledge may be improved.
- A few students had had stereotypical images about science, scientists, and the work places of scientists at the beginning of the study. The teaching activities supported by HOS-based stories conveyed more realistic images of science and scientists. However, almost all of the scientists who had noteworthy effects in HOS were gifted and/or genius, so regular students might see themselves as incompetent for pursing science as career. This might also cause students to feel a lack of self-efficacy for science. Thus, while using HOS in science teaching, this important aspect must be taken into account; and the focus should be on “normal science” and scientists, as well as extraordinary/revolutionary figures.
- As subjectivity in science was only mentioned in one story and was not dealt with comprehensively, the students’ learning is insufficient in this aspect of NOS.
Overall, it seems that HOS-based stories are useful tools for teaching science and NOS. They help students understand the culture of science. Based on the finding of this study, it can be suggested that HOS or HOS-based stories could be integrated into science teaching in order to enhance the interest, engagement, and understanding of science among youth.
Copyright (C) 2015 HKIEd APFSLT. Volume 16, Issue 1, Article 10 (Jun., 2015). All Rights Reserved.
