Impact of Teachers’ Conceptions of the Nature of Science and Use of Textbooks on Students

By Sufian Forawi.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

The use of the appropriate textbook, such as the Biological Science Curriculum Study (BSCS), which promotes the understanding of the nature of science, is seen as an explicit attempt to inform high school students about the instrumentalist nature of science. The purpose of this study was to test the assumption that a curriculum that incorporates textbook materials that promote understanding of the nature of science along with adequate teachers’ conceptions of the nature of science will increase high school students’ learning and understanding of the nature of science. A major result of the study was that the combined effect of teachers’ adequate conceptions of the nature of science and their use of the BSCS textbook statistically impacted high school students’ understanding of the nature of science.

Keywords: Nature of Science, Student Conceptions of Science, BSCS Textbooks, High School, Instrumentalist View of Science

The International Journal of Learning, Volume 17, Issue 5, pp.281-294. Article: Print (Spiral Bound). Article: Electronic (PDF File; 629.556KB).

Prof. Sufian Forawi

Senior Lecturer of Science Education, Faculty of Education, The British University in Dubai, Dubai, Dubai, United Arab Emirates

Dr. Sufian A. Forawi is currently a Senior Lecturer of Science Education in the Faculty of Education at the British University in Dubai. Dr. Sufian obtained a bachelor degree in Biology from the University of Alexandria, Egypt, a master’s degree in Education from Omdurman Islamic University, Sudan, and an Ed.D. in Science Education from the University of Massachusetts Lowell, USA in 1996. His area of expertise is in the Nature of Science, Teacher Education, Science Technology, & Global Education. He was recently awarded a Fulbright teaching exchange at the UAE University in 2007-2008. Dr. Sufian has 15 years of science teaching and coordination experience in higher education and 6 years of high school science teaching and administrative experience. He has been active with the state of Ohio assessment system in the USA for many years. He has been a member of several science education organizations such as the National Association of Research on Science Teaching (NARST), the American Educational Research Association (AERA), and the European Science Education Research Association (ESERA). He also presented at the prestigious Oxford Round Table, England, in 2006 and at the SLO International Conference in the Netherlands in 2001. He worked as Chair and Editor of the Science Education Section of the Missouri Academy of Science in 2000 - 2002. He has published widely in peer reviewed journals.

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