Open AccessEnhancing Bhutanese Students’ Views of the Nature of Science in Matter and its Composition and Study of Gas Laws through an Explicit and Reflective Approach
Author(s) -
Pabi Maya Das,
Chatree Faikhamta,
Vittaya Punsuvon
Publication year - 2018
Publication title -
science education international
Language(s) - English
Resource type - Journals
eISSN - 2077-2327
pISSN - 1450-104X
DOI - 10.33828/sei.v29.i1.3
Subject(s) - subject matter , mathematics education , composition (language) , nature of science , class (philosophy) , psychology , teaching method , intervention (counseling) , multimethodology , subject (documents) , pedagogy , science education , chemistry , computer science , curriculum , linguistics , philosophy , artificial intelligence , psychiatry , library science
This study investigated the development of Bhutanese students’ views of the nature of science (NOS) as they engaged in an explicit and reflective approach. Seven aspects of NOS were integrated into the chemistry content in two learning units titled “matter and its composition” and “study of gas laws” over a time span of 6 weeks in a 9th Grade class. This study employed mixed method approaches which included the use of a questionnaire, semi-structured interviews, classroom observations, and a review of students’ journals, and assignments. Data were analyzed for established patterns and themes. Students’ views of the NOS in pre-instruction and post-instruction were categorized as naïve, transitional, or informed. The results indicated that at the end of the intervention, students’ views of the NOS had improved. It was seen that NOS-specific pedagogical knowledge and subject knowledge played an important role in the teacher’s ability to enhance students’ views of the NOS.