Toward a Holistic Account of Scientific Practices in Science Teacher Education

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-23 - Preservice Teacher Education

Abstract

The notion of “scientific practices” has infiltrated curriculum policy documents, such as Next Generation Science Standards in the United States. Based on a theoretical interdisciplinary account on scientific practices, we have developed a heuristic that can be applied in teacher education. The heuristic infuses the relationships between the various epistemic, cognitive and social features of science: (a) epistemic components, such as scientific activities (such classification, experimentation and observation), data, model, explanation, prediction; (b) cognitive components, such as representations, and reasoning; and (c) social components, such as discourse and social certification of scientific claims. An funded empirical study will be described to exemplify how scientific practices was promoted in pre-service science teachers’ learning and what the impact was on pre-service teachers.

Authors

• Sibel Erduran, University of Limerick

• Zoubeida R. Dagher, University of Delaware

• Ebru Z Mugaloglu, Bogazici University

• Ebru Kaya, Bogazici University

• Deniz Saribas, Istanbul Aydin University

• Gaye Ceyhan, Bogazici University