INTEGRATING THE NATURE OF SCIENCE IN TEACHING SCIENTIFIC THEORY IN HIGH SCHOOLS IN CAMEROON: CASE STUDY OF THE ATOMIC THEORY

نویسندگان

  • Ayina Bouni Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon
  • Lawrence Ntam Nchia Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon
  • Mohamed Soudanie S2HEP UR4148, Université Lyon, France
  • Awomo Ateba Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon

DOI:

https://doi.org/10.46827/ejes.v11i10.5571

کلمات کلیدی:

nature of science, problem situation, atomic theory, competencies-based approach, Cameroon

چکیده

Questions about the Nature of Science (NOS) have long preoccupied scientists, but recently, researchers in didactics, curriculum designers and science teachers have been concerned about how NOS can improve the teaching and learning of scientific concepts and theories. While some authors have argued that science students be taught about the Nature of Science explicitly, others suggest it should be taught implicitly when teaching scientific concepts. However, not much research has been done on how to implicitly integrate NOS principles in teaching scientific concepts in a competencies-based approach context. We believe that for learners to significantly improve their learning of scientific concepts, they need to understand the Nature of Science. Thus, we propose the tenets of NOS be taken into account in the design of teaching and learning activities in the experimental sciences. This reflective article proposes a didactic strategy to implicitly teach NOS when teaching scientific theories like the atomic theory using problem situations in the context of the competencies–based approach prescribed in Cameroon.

 

Article visualizations:

Hit counter

بیوگرافی نویسندگان

  • Ayina Bouni، Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon

    Ayina Bouniis an Associate Professor teaching in the Department of Science of Education in the Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon. He is a researcher in Didactics of Physics and Chemistry.

  • Lawrence Ntam Nchia، Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon

    Dr. Lawrence Ntam Nchiais a Senior Lecturer in the Department of Science of Education at the Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon. He is a researcher in the Didactics of Biology.

  • Mohamed Soudanie، S2HEP UR4148, Université Lyon, France

    Dr. Awomo Ateba Jeremie is an Assistant Lecturer teaching in the Department of Science of Education in the Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon. He is a researcher in Didactics of Chemistry.

  • Awomo Ateba، Higher Teacher Training College Yaounde, University of Yaounde 1, Cameroon
    Mohamed Soudanie is an Associate Professor and researcher in Didactics of Chemistry in the University of Lyon, France.

مراجع

Abd-el-khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education 22(7), 665–701. https://doi.org/10.1080/09500690050044044

Akerson, V. L., Abd-El-Khalick, F. & Lederman, N. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37, 295–317.

American Association for the Advancement of Science (1990). Science for all Americans. New York: Oxford University Press.

Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science & Education, 98(3), 461–486.

Arsac, G., Germain, G., Mante, M. (1988). Probleme ouverte et situation probleme. Lyon, IREM.

Ayina, B., Nchia, L, N., Sigha, P., Mfeyrt, B., Ambomo, N, A., Awomo, A. J., Nchinmoun, M., Meli, N, D., Soudani, M. (2024). The foundations of the nature of science as a tool for teaching and learning scientific concepts. International Journal of Science and Research Archive, 2024, 13(01), 113–120. Article DOI: https://doi.org/10.30574/ijsra.2024.13.1.1589

Bret, A., Fernandez, A., Loi, M., de Monestrol, H. D., Hick, M., & Salles, F. (2023). PISA 2022: culture scientifique, compréhension de l’écrit et vie de l’élève. https://www.education.gouv.fr/pisa-2022-culture-scientifique-comprehension-de-l-ecrit-et-vie-de-l-eleve-380208

Buaraphan, K. (2010). Pre-service and in-service science teachers’ conceptions of the nature of science. Science Educator 19(2), 35–47

De Vecchi, G., & Carmona-Maggnaldi, N. (2002). Faire vivre de veritable situation problemes. Paris, Hachette Education.

Gibbs, A., & Lawson, A. E. (1992). The nature of scientific thinking as reflected by the work of biologists and by biology textbooks. The American Biology Teacher, 54, 137–152.

Griffiths, A. K., & Preston, K. R. (1992). Grade-12 Students' misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29(6), 611-628. DOI: 10.1002/tea.3660290609

Hansson, L., & Yacoubian, H. A. (2021). Nature of Science for Social Justice. In H. A. Yacoubian & L. Hansson (Eds.), Science: Philosophy, History and Education (pp. 1–21). https://doi.org/https://doi.org/10.1007/978-3-030-47260-3_14

Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and Molecules: Implication for teaching Chemistry. Science Education, 80. https://doi.org/10.1002/(SICI)1098-237X(199609)80:53C509::AID-SCE23E3.0.CO;2F

Hasni, A., Bousadra, F., & Dumais, N. (2020). L’initiation à l’épistémologie des sciences à l’école : peut-on envisager d’autres conceptualisations que le modèle Nature of science (NOS)? Éthique En Éducation et En Formation, 9, 82–104. https://doi.org/10.7202/1073736ar

Hodson, D., & Wong, S. L. (2017). Going beyond the consensus view: Broadening and enriching the scope of NOS-oriented curricula. Canadian Journal of Science, Mathematics and Technology Education, 17(1), 3–17.

Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and implicit inquiry-oriented instruction on sixth graders’ view of nature of science. Journal of Research in Science Teaching 39(7):551-578. http://dx.doi.org/10.1002/tea.10036

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. 831–879). Erlbaum.

Lederman, N. G., & Abd-el-khalick, F. (2000). The influence of the history of science courses on students' view of nature of science. The Journal of Research in Science Teaching, 37(10), 1057-1095. DOI: 1002/1098-2736(200012)37:10<1057.

Lederman, N. G., & Abd-el-khalick, F. (2002). Avoiding de-natured science: activities that promote understanding of the nature of science. In W. McComas (Ed.), The Nature of Science in Science Education. Rationales and Strategies (pp. 83–126).

Lederman, N. G., Abd-El-Khalick, F., & Bell, R. L. (1997). Knowing and doing: The flight of the nature of science from the classroom. Annual Meeting of the American Educational Research Association.

Lederman, N. G., Abd‐El‐Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497–521.

Maurines, L., Fuchs-Gallezot, M., & Ramage, M.-J. (2018). Freshmen’s representations on scientists and scientific knowledge: exploration of associated characteristics and their specificities. Recherches En Éducation, 32.

McComas, W. (2002). The Nature of Science in Science Education. Rationales and Strategies. Kluwer Academic Publisher.

Meirieu, P. (1987). Guide Methodologique pour l'elaboration s'une situation probleme. Edition ESF.

National Science Teachers Association (2000). NSTA position statement: the nature of science. Arlington, VA: National Science Teachers Association Press.

Nchia, L. N., Ayina, B., Awomo, A. J., Hamadou, H. (2024a). Cameroonian Pre-service Science Teachers’ Conceptions of the Nature of Science and its Determinants. Journal of Education and Practice. 8(2), 51 – 63. https://doi.org/10.47941/jep.1807

Nchia, L, N., Njomgang, J, N., Wirngo, e. T., & Ayina, B. (2024b). Relationship between

Nature of Science Tenets and High School Students’ Acceptance of Evolutionary Theory in Cameroon. American Journal of Education and Practice, 8(5), 1–17. https://doi.org/10.47672/ajep.2409

Popper, K. (1998). The rationality of science revolutions. In J.A. Kourany (Ed.), scientificknowledge (pp. 286–300). Wadsworth, CA: Belmont.

Reif, F. (1995). Understanding and teaching important scientific thought processes. Journal of Science Education and Technology, 4, 261-282.

Robardet, G. (1990). Enseigner les sciences physiques à partir de situations-problèmes. Bulletin de l’Union Des Physiciens, 720, 17–28.

Rubba, P., & Anderson, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62, 449-458.

Schwartz, R.S., Lederman, N.G. and Crawford, B.A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Sci. Ed., 88: 610-645. https://doi.org/10.1002/sce.10128

Vorms, M. (2013). Qu’est-ce qu’une théorie scientifique ? In L. Thomas (Ed.), Histoire et philosophie des sciences (Éditions S, pp. 170-180).). https://doi.org/10.3917/sh.lepel.2013.01.0170

دانلودها

چاپ شده

2024-09-07

شماره

دوره 11 شماره 10 (2024)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).