An investigation of the effectiveness of NOS embedded science teaching on 8th graders’ views of NOS and learning motivation

• Main Authors: Chiung-Liang Tien, 田炯良
• Other Authors: Hsiao-Lin Tuan
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/19311778999240824812

碩士 === 國立彰化師範大學 === 科學教育研究所 === 92 === Abstract This study explores the effectiveness of NOS embedded science teaching on one class of 8th graders’ views of NOS and learning motivation. The author tried to embed NOS into his 8th grader science class for one semester. During the action processes, the author tried to design NOS teaching activities, apply NOS teaching strategies and to establish learning environment for his students to appreciate NOS. The author combined qualitative and quantitative methods into collecting research data, these included classroom observation, questionnaire on the nature of science, questionnaire on motivation (SMTSL), teachers’ own reflection journal, students’ workbooks, interviews with students on their nature of science and motivation. For both NOS questionnaire and SMTSL, pre and post tests were implemented in order to assess the learning outcome from research action. Findings of the study revealed that NOS embedded science teaching can significantly enhance students’ viewpoints of the nature of science and their learning motivation. For the nature of science, after the students have experienced the designed teaching activities, they increase their knowledge on science, such as “science knowledge with temporally nature”; “science knowledge with creativity nature ”; “science knowledge with verifiability nature”; “science knowledge with predictable function” ; “Science knowledge is not absolute truth”; “Science knowledge forms human beings’ imagination”; “the variability of science methods”; “Scientists can predict main points for observation and observation is theory laden”; “Scientists’ research can be influenced by society”; “Science studies decide the value of science knowledge.” As for the learning motivation, at the end of the study, students understand the relationship between learning and themselves. The students actively explore science during learning, learn scientific thinking, and understand the relationship between science and life. Moreover, they learn the value of science learning is to use curiosity to explore nature. They also appreciate the importance of exploration in science learning, and regard themselves as scientists. They also obtain the sense of achievement when their scientific ideas are accepted by peers. They are motivated by the scientists learning community created by the author. The author found out, several factors can explain the improvement of students’ NOS and learning motivation, these are: to create the learning like scientists community, to invite students actively explore the investigation activities, to teach the history of science in a proper way, to guide students to process scientific thinking and to design NOS teaching activities. Implication of the study will also be discussed in the paper.