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  • Ashila Mufida Setyaputri - Resume SPB

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    Ashila Mufida
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    This document discusses the importance of including the nature of science (NOS) in science teaching. It provides the following key points: 1) The inclusion of NOS in science teaching has been given a boost by its inclusion in the Next Generation Science Standards, but we have made little progress convincing teachers and textbook writers of its importance. 2) There have been issues with including NOS in classrooms, including debates over what version of NOS should be the focus and how to include it in instructional models. 3) One of the most important impediments to including NOS topics has been the rather muted recommendations regarding NOS in science curriculum documents. With widespread adoption of a single science education policy document

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    4401420076_Ashila Mufida Setyaputri_Resume SPB

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    This document discusses the importance of including the nature of science (NOS) in science teaching. It provides the following key points: 1) The inclusion of NOS in science teaching has been given a boost by its inclusion in the Next Generation Science Standards, but we have made little progress convincing teachers and textbook writers of its importance. 2) There have been issues with including NOS in classrooms, including debates over what version of NOS should be the focus and how to include it in instructional models. 3) One of the most important impediments to including NOS topics has been the rather muted recommendations regarding NOS in science curriculum documents. With widespread adoption of a single science education policy document

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    11 views1 page

    Ashila Mufida Setyaputri - Resume SPB

    Uploaded by

    Ashila Mufida
    This document discusses the importance of including the nature of science (NOS) in science teaching. It provides the following key points: 1) The inclusion of NOS in science teaching has been given a boost by its inclusion in the Next Generation Science Standards, but we have made little progress convincing teachers and textbook writers of its importance. 2) There have been issues with including NOS in classrooms, including debates over what version of NOS should be the focus and how to include it in instructional models. 3) One of the most important impediments to including NOS topics has been the rather muted recommendations regarding NOS in science curriculum documents. With widespread adoption of a single science education policy document

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 1

    Key

    wor
    ds:

    SCI
    ENCE,STATE,NATURE,BIOLOGY,RECOMMENDATI
    ON,
    NGSS,
    sci
    encet
    eachi
    ng,
    GENERATI
    ON,Biol
    ogyTeacher,sci
    encecont
    ent

    ABSTRACTThenat ureofsci
    ence(NOS)isanof t
    enneglectedpartofsci
    enceteachi
    ng,y
    eti
    t
    providesavi
    tal
    backgroundforst
    udents,
    detai
    l
    inghowsci enceandscient
    ist
    swor kandhow
    scienti
    fi
    cknowl
    edgeiscreat
    ed,val
    idat
    ed,andinf
    luenced.

    KeyWor ds:
    Nat
    ureofsci
    ence;
    sci
    encet
    eachi
    ng;
    phi
    l
    osophyofbi
    ology
    ;NextGener
    ati
    onSci
    ence
    Standar
    ds.

    Introduct ionThi sissueofTheAmer icanBi ol ogyTeacherf eat uresar ti


    clesr elat edt ot henat ure
    ofsci ence( NOS) .Thi st opic, ofendur i
    ngi nt erestwi thint hesci enceeducat i
    oncommuni t yf or
    mor et hanacent ury, hasbeengi v enasi gni ficantboostbyi tsspeci fi
    canddet ai ledi ncl usi oni n
    theNextGener ati
    onSci enceSt andar ds( NGSS) ,thenewsetofr ecommendat i
    onsf orsci ence
    teachi ngi ntheUni tedSt ates.Formor ethan100y ear s,st artingwi thr ecommendat ionsf rom t he
    Cent ral Associ at i
    onofSci enceandMat hemat icsTeacher s( 1907)andcont inui ngt ot hepr esent
    (Leder man, 1992, 2007; Mat thews, 1994, 2014; McComas, 1998, 2004) ,ther ehasbeen
    i
    ncr easi ngagr eementt hatst udent sandt eacher sal ikemustunder standbot ht het radi tional
    sciencecont entandt he" r
    ulesoft hegame"i mpl iedbyt hephr ase" nat ureofsci ence. "Yetwe
    hav emadesur pr i
    singl ylittl
    epr ogr essconv i
    nci ngt eacher sandt extbookswr iter soft he
    i
    mpor tanceoft hiskeyl ear ninggoal .Challengest oI ncl usi onofNOSi nt heCl assr oom The
    i
    ncl usi onofNOSi nsci encet eachi nghasnotbeenwi t
    houti tsi ssues, i
    ncl udingdi scussi onsof
    NOSadv ocacyi nsci encet eachi ng, whatv er sionofNOSshoul dbet hef ocusofsci ence
    i
    nst ruct ion, distinctionsi nNOSbet weenonesci encedi scipl i
    neandanot her, andNOS
    i
    nst ruct ional model s.Adv ocat i
    ngf ort heIncl usionofNOSi nSci enceTeachi ngOneoft hemost
    i
    mpor tanti mpedi ment st ot hei ncl usi onofNOSt opi csi nsci encet eachi nghasbeent her ather
    mut edr ecommendat i
    onsr egar di ngNOSi nsci encecur ri
    cul um document s.Somest at eshada
    robustsect i
    ononNOSi nst ruct ionandi ncl udedal loft hespeci fi
    cel ement sof tensuggest edby
    Thisi ssueofTheAmer icanBi ologyTeacherf eaturesar ti
    clesr elatedt ot henat ur eofsci ence
    (NOS) .TheAmer i
    canBi ol ogyTeacher ,Vol .THEAMERI CANBI OLOGYTEACHERTHENATURE
    OFSCI ENCE485FEATUREARTI CLETheNat ureofSci ence& theNextGener ationof
    BiologyEducat i
    on: WI LLI AM F.MCCOMASsci enceeducat or s, wher easot herst at esbar ely
    ment ionedt het opic.Wi thwi despr eadadopt i
    onoft her ecommendat i
    onspr ov idedi nasi ngl e
    scienceeducat ionpol i
    cydocument , mostst udent si ntheUni tedSt ateswi l
    l beexpect edt ol earn
    thesamesci encecont ent .Onf irsti nspect ion, theNGSSof fert hr eemaj orr ecommendat ionst o
    guidesci encet eachi ng.WhatNat ur eofSci enceShoul dWeTeach? .Theposi tioni snotr elev ant
    becausewear enott ryingt oeducat ethenextgener ationofphi l
    osopher sofsci ence, andnot
    helpf ul becausesheof fer snoal ter nativeandseemst her ef oret or ecommendt hatwecont inue
    teachi ngsci encewi thoutar efer encet oi t
    snat ure.Inaddi ti
    on, onewonder swhataspect sof
    traditional sciencecont entwoul dsur vivescr utinyifweev aluat edal lsuchcont entt hr oughv an
    Dijk'sl ens.

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