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Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science
Dissertation (MEd)--University of Pretoria, 2013.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2014
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| _version_ | 1867613568655949824 |
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| access_status_str | Open Access |
| author2 | Abrie, A.L. (Mia) |
| author_browse | Abrie, A.L. (Mia) |
| author_facet | Abrie, A.L. (Mia) |
| collection | Thesis |
| dc_rights_str_mv | © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/40397 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:13.361Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/40397 Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science Abrie, A.L. (Mia) knhlengethwa02@yahoo.com Braun, Max Willi Hermann Nhlengethwa, Khanyisile Conceptual Change Model History of Science Philosophy of Science Ministry of Education Nature of Science Primary Teachers’ Diploma Views on Nature of Science Questionnaire UCTD Dissertation (MEd)--University of Pretoria, 2013. In this study, the effects of an explicit reflective intervention on Swaziland elementary preservice teachers’ understanding of the Nature of Science (NOS) were investigated. The factors that had an impact on the development of participants’ NOS views were also investigated. The intervention made use of de-contextualized and contextualized activities as well as historical narratives as contexts for reflecting about the empirical, creative, subjective as well as the tentative NOS. The intervention included a discussion of the relationships and differences between observations and inferences as well as scientific laws and theories in the context of the aforementioned learning activities. Participants were 24 elementary pre-service teachers enrolled for their final year of their three year teacher development programme. An adapted version of the Views of Nature of Science Questionnaire-Form C (VNOS-C) was used in conjunction with individual interviews, to assess the participants’ understanding of NOS at the beginning and conclusion of the intervention. At the end of the programme, data from interviews, concept maps and reflective journals of seven participants were analysed to ascertain their perceptions of the elements of the course and other factors that had an impact on their development of more informed NOS views. These participants were selected on the basis of their differential gains in NOS understanding. The data that was analysed using both qualitative and quantitative techniques revealed that the intervention brought about significant gains in some participants’ understanding of NOS. Information obtained from the document analysis of journals and concept maps as well as exit interviews of the selected group revealed that the pre-service teachers’ development of more informed views was mediated by motivational and cognitive factors. These were the participants’ perception of the value of teaching and learning NOS, their views about teaching and learning science, and their ability to engage deeply with the NOS concepts as well as their epistemic beliefs. The explicit reflective attention to NOS as well as metacognitive strategies was reported by most of the selected participants as responsible for changes in their NOS views. gm2014 Science, Mathematics and Technology Education unrestricted 2014-06-26T05:38:57Z 2014-06-26T05:38:57Z 2014-04-10 2013 Dissertation Nhlengethwa, KR 2013, Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/40397> E14/4/218/gm http://hdl.handle.net/2263/40397 en © 2013 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Conceptual Change Model History of Science Philosophy of Science Ministry of Education Nature of Science Primary Teachers’ Diploma Views on Nature of Science Questionnaire UCTD Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title | Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title_full | Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title_fullStr | Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title_full_unstemmed | Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title_short | Effects of an explicit reflective approach on Swaziland pre-service elementary teachers' understanding of the Nature of Science |
| title_sort | effects of an explicit reflective approach on swaziland pre service elementary teachers understanding of the nature of science |
| topic | Conceptual Change Model History of Science Philosophy of Science Ministry of Education Nature of Science Primary Teachers’ Diploma Views on Nature of Science Questionnaire UCTD |
| url | http://hdl.handle.net/2263/40397 |