Designing and evaluating nature of science activities for teacher education

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Designing and evaluating nature of science
activities for teacher education

• Fanny Seroglou Agustin Aduriz-Bravo
• Aristotle University Universidad de
• of Thessaloniki Buenos Aires
• Greece Argentina

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? teacher educators ?

• help and encourage
• prospective and in-service teachers
• traditional scientific
• science ? literacy
• education for all

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? ? ? teachers ? ? ?

• become
• acquainted with
• have an
• appreciation for

• nature
• of
• science

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GNOSIS knowledge

• Guidelines for
• Nature
• Of
• Science
• Introduction
  in
• Scientific literacy

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? three complementary dimensions

• cognitive dimension
• ? meta-cognitive dimension
• emotional dimension

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cognitive dimension

• nature of
• science contents
• nature of
• science contexts

• science as a set of models
• the broader social contexts

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meta-cognitive dimension

• synthetic nature of
• science as a product
• nature of the evolution
• and methodologies
• of science
• nature of the
• interrelations of
• science and society

• what science is
• how science changes
• in history
• how science relates
• to society and culture

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emotional dimension

• attitudes
• values

• nature of attitudes
• expressed through science
• nature of values
• fostered by science

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contributions of the meta-sciences

• history of science
• philosophy of science
• sociology of science

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cognitive ? history of science

• scientific contents
• and
• the contexts of
• their emergence

• productively
• informed
• by discussions of
• the history of
• scientific ideas

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meta-cognitive ? philosophy of science

• philosophical
• key-ideas set in
• historical events
• warned by
• sociological
• contributions
• against dogmatism
• and elitism

• how do we know
• what we know?

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emotional ? sociology of science

• attitudes expressed
• through science
• and values fostered
• by science

• ideas from recent sociology of science and
  science studies may illuminate
• the contribution
• of science
• in the formation of educated people

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GNOSIS
dimension NOS meta-science
cognitive ? nature of science contents ? nature of science contexts history of science
meta-cognitive ? synthetic nature of science as a product ? nature of the evolution and methodologies of science ? nature of the interrelations of science and society philosophy of science
emotional ? nature of attitudes expressed through science ? nature of values fostered by science sociology of science
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the GNOSIS framework functions as

• ? a set of structural guidelines to design
• teacher education courses
• ? an evaluation tool for NOS applications

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two parallel examples

• Thessaloniki ? Buenos Aires
• GNOSIS structural guidelines
• narratives for teaching NOS

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GNOSIS cognitive dimension

• a historical review of the relations between
• creator and creation in science and
• technology
• ethical issues arising from scientific creation
• a variety of scientific contents
• (cloning, eugenics, euthanasia)

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GNOSIS meta-cognitive dimension

• the kind of answers science is seeking
• concerning creation
• the philosophical questions that intrigue
• this quest
• the demands of society that favor different
• strands of scientific research
• the way scientific results reform and reshape
• social and cultural structures

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GNOSIS emotional dimension

• attitudes and values concerning
• responsibility in scientific creation
• aims and motives for creating
• independence of creation from creator

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a shift of roles

• teachers functioning as audience
• of the communicated stories, they feel
• detached and safely at a distance
• from the target contents that are debated

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narratives

• resource for meaningful science teaching
• films, legendary tales, poems,
• newspaper articles
• provide background and raise issues

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touching, intriguing, memorable stories

• in the past
• were communicated through story-telling
• today
• are powerfully presented through films

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applications

• a fiction film
• Blade Runner
• Replicants of the
• Blade Runner
• watch fragments of the film discuss and debate
• Thessaloniki

• a Jewish legend
• Golem
• The giant of Balvanera
• legend reconstruction
• a poem by J. L. Borges
• a newspaper clip
• Buenos Aires

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• In Thessaloniki, after watching fragments of
• the film, perspective teachers were asked to
• discuss and debate about
• the scientific and the philosophical
• questions raised in the film and the
• interrelations between these two

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nature of science contents

• Can science help us solve problems of
• our life that seem impossible to solve?

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nature of science contexts

• Is life a creation or a construct?

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nature of the evolution and methodologies of
science

• What are the limits of science?
• What parameters define those limits?

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synthetic nature of science as a product

• As scientific questions meet philosophical
  questions, what are the boarders of such an
  interaction?

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nature of the interrelations ofscience and
society

• How should genetics develop and be dealt with in
  order to benefit contemporary and future
  societies?

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nature of attitudes expressed through science

• Should the aims of science
• (and especially genetics) be
• immortality, youth, race perfection etc.
• or a better quality of life for all?

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nature of values fostered by science

• Should we take advantage of
• the maximum of potentials of science
• (and especially genetics)
• and the scientific creations
• driven only by profit?

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GNOSIS knowledge

• Guidelines for
• Nature
• Of
• Science
• Introduction
  in
• Scientific literacy