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Research in Science & Technological Education Volume 1, 1983 - Issue 2
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Original Articles

Relative Effects of a History/Philosophy of Science Course on Student Teachers’ Performance on Two Models of Science

M. B. Ogunniyi University of Ibadan, Department of Teacher Education
Pages 193-199 | Published online: 03 Aug 2006
 
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Abstract

Student teachers exposed to a combined course on the history and philosophy of science showed increased understanding of the nature and the language of science as a result of the course. The student teachers performed better on a model on the language of science (LOS) than another model on the nature of science (NOS). This study indicates that a well integrated course in the history and philosophy of science could enhance prospective science teachers' understanding of science and consequently the students they would teach after their training.

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Related Research Data

Model Based Inquiry in the High School Physics Classroom: An Exploratory Study of Implementation and Outcomes
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Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science.
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It's the nature of the beast: The influence of knowledge and intentions on learning and teaching nature of science
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Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning
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Improving Science Teachers' Conceptions of Nature of Science: A Critical Review of the Literature.
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