Narava znanosti v grških srednješolskih bioloških učbenikih
Povzetek
Narava znanosti opisuje, kaj je znanost, kako deluje in kakšni so njeni stiki z družbo z vidikov filozofije, zgodovine, sociologije in psihologije znanosti. Razumevanje je temeljni vidik znanstvene pismenosti. Upoštevajoč pomembno vlogo, ki jo imajo šolski učbeniki glede tega, kaj in kako je poučevano v šolah, ugotavljamo, da je prisotnost narave znanosti v šolskih naravoslovnih učbenikih bistvena. V tem prispevku so analizirani vsi učbeniki za biologijo v osnovni šoli v Grčiji, in sicer z namenom ovrednotenja, ali je v njih mogoče najti osnovne elemente, povezane z naravo znanosti. Preiskana je bila celotna zbirka razpoložljivih učnih gradiv (npr. učbeniki, delovni zvezki, laboratorijski vodniki, priročniki za učitelje) pa tudi pripadajoč uradni učni načrt za biologijo. Izbrana metoda je bila vsebinska analiza, pri čemer je kot enota analize služila »pomenska enota«. Ugotovili smo, da je večina sklicev na naravo znanosti v gradivih, s pomočjo katerih so poučevali v letih 2021–2022, implicitna. Nekateri vidiki narave znanosti so bili pogosteje najdeni (npr. dokazi so nujni v znanosti) kot drugi (npr. znanost ima omejitve). Največ priložnosti, ob katerih je bila narava znanosti vpeljana, je bilo vezanih na vinjete zgodovine znanosti, laboratorijske naloge in na nekatere izbirne poizvedovalne aktivnosti. Brez strukturiranega načrta, izhajajočega iz učnega načrta, je odgovornost učiteljev, da načrtujejo in vpeljejo v pouk tudi vsebine narave znanosti (ali ne vpeljejo). Sklepamo, da zaradi primanjkljaja neposrednih sklicev narava znanosti pristane znotraj skritega kurikuluma in je napačno prikazana, vsiljujoča pozitivno sliko znanosti.
Prenosi
Literatura
Abd‐El‐Khalick, F., Waters, M., & Le, A. P. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 45(7), 835–855. https://doi.org/10.1002/tea.20226
Abd-El-Khalick, F., & Lederman, N. G. (2000a). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095. https://doi.org/10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C
Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518–542. https://doi.org/10.1002/sce.20432
Bryman, A. (2016). Social research methods. Oxford University Press.
Campanile, M. F., Lederman, N. G., & Kampourakis, K. (2015). Mendelian genetics as a platform for teaching about nature of science and scientific inquiry: The value of textbooks. Science & Education, 24(1), 205–225. https://doi.org/10.1007/s11191-013-9607-4
Clough, M. P. (2011). Teaching and assessing the nature of science. The Science Teacher, 78(6), 56–60.
Government Gazette. (2003). 304/13-03-2003. Διαθεματικό ενιαίο πλαίσιο προγραμμάτων σπουδών (Δ.Ε.Π.Π.Σ.) και αναλυτικά προγράμματα σπουδών (Α.Π.Σ.) Δημοτικού Γυμνασίου [Interdisciplinary unified framework of study programs and curricula of primary school and high school].
Government Gazette. (2016). 1640/Β ́/9-6-2016. Ωρολόγιο πρόγραμματωνμαθημάτωντωνΑ›, Β›, Γ› τάξεωντουημερησίουγυμνασίου [Schedule of the lessons of the A›, B›, C› classes of high school].
Haagen-Schützenhöfer, C., & Joham, B. (2018). Professionalising physics teachers in doing experimental work. Center for Educational Policy Studies Journal, 8(1), 9–34. https://doi.org/10.26529/cepsj.333
Hansson, L. (2020). Teaching the limits of science with card-Sorting activities. In W. McComas (Ed), Nature of science in science instruction: Rationales and strategies (pp. 627–639). Springer. https://doi.org/10.1007/978-3-030-57239-6_34
Hansson, L. (2018). Science education, indoctrination, and the hidden curriculum. In M. Matthews (Eds.), History, philosophy and science teaching. Science: philosophy, history and education (pp. 283–306). Springer. https://doi.org/10.1007/978-3-319-62616-1_11
Höttecke, D., & Silva, C. C. (2011). Why implementing history and philosophy in school science education is a challenge: An analysis of obstacles. Science and Education, 20(3), 293–316. https://doi.org/10.1007/s11191-010-9285-4
Kampourakis, K. (2017). Nature of science representations in Greek secondary school biology textbooks. In C. V. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks. A global perspective (pp. 130–146). Routledge. https://doi.org/10.4324/9781315650524-6
Kampourakis, K. (2016). The “general aspects” conceptualisation as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667–682. https://doi.org/10.1002/tea.21305
Koumara, A., & Plakitsi, K. (2020). The degree that nature of scientific knowledge aspects are included in the science classes of Greek high schools. World Journal of Education, 10(5), 1–17. https://doi.org/10.5430/wje.v10n5p1
Irez, S. (2009). Nature of science as depicted in Turkish biology textbooks. Science Education, 93(3), 422–447. https://doi.org/10.1007/978-94-007-7654-8_44
Kapsala, N., & Mavrikaki E. (2020). Storytelling as a pedagogical tool in nature of science instruction. In W. F. McComas (Ed.), Nature of science in science instruction: rationales and strategies (pp. 485–512). Springer. https://doi.org/10.1007/978-3-030-57239-6_27
Lederman, N. G., & Lederman, J. S. (2012). Nature of scientific knowledge and scientific inquiry: Building instructional capacity through professional development. In B. J. Fraser et al. (Eds.), Second international handbook of science education (pp. 335–359). Springer.
Lederman, N. G. (2013). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–880). Routledge.
Lin, C.-Y., Cheng, J.-H., & Chang, W.-H. (2010). Making science vivid: Using a historical episodes map. International Journal of Science Education, 32(18), 2521–2531. https://doi.org/10.1080/09500691003746015
Marniok, K., & Reiners, C. S. (2017). Representations of nature of science in German school chemistry textbooks. In C. V. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks (pp. 201–214). Routledge. https://doi.org/10.4324/9781315650524-11
Matić, L. J. (2019). The teacher as a lesson designer. Center for Educational Policy Studies Journal, 9(2), 139–160. https://doi.org/10.26529/cepsj.722
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007a). Βιολογία Α ́ Γυμνασίου. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [7th grade biology students’ textbook]. Textbook Publishing Organization.
http://ebooks.edu.gr/ebooks/v2/books-pdf.jsp?handle=8547/106
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007b). Βιολογία Α ́ Γυμνασίου Τετράδιο Εργασιών. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [7th grade biology students’ workbook]. Textbook Publishing Organization.
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007c). Βιολογία Α ́ Γυμνασίου Εργαστηριακός Οδηγός. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [7th grade biology students’ lab-book]. Textbook Publishing Organization.
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007d). Βιολογία Α ́ Γυμνασίου Βιβλίο Εκπαιδευτικού. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [7th grade biology teachers’ book]. Textbook Publishing Organization. http://ebooks.edu.gr/ebooks/handle/8547/4927
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007e). Βιολογία Γ ́ Γυμνασίου. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [9th grade biology students’ textbook]. Textbook Publishing Organization. http://ebooks.edu.gr/ebooks/v2/books-pdf.jsp?handle=8547/108
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007f ). Βιολογία Γ ́ Γυμνασίου Τετράδιο Εργασιών. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [9th grade biology students’ workbook]. Textbook Publishing Organization.
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007g). Βιολογία Γ ́ Γυμνασίου Εργαστηριακός Οδηγός. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων [9th grade biology students’ lab-book]. Textbook Publishing Organization.
Mavrikaki, E., Gouvra, M., & Kampouri, A. (2007h). Βιολογία Γ ́ Γυμνασίου Βιβλίο Εκπαιδευτικού. Αθήνα: Οργανισμός Εκδόσεως Διδακτικών Βιβλίων. [9th grade biology students’ textbook]. Textbook Publishing Organization. http://www.pi-schools.gr/books/gymnasio/biologia_a/kath/kath_1_150.pdf
McComas, W. F., Clough, M. P., & Nouri, N. (2020). Nature of science and classroom practice: A review of the literature with implications for effective NOS instruction. In W. F. McCommas (Ed.), Nature of science in science instruction: Rationales and strategies (pp. 67–111). Springer. https://doi.org/10.1007/978-3-030-57239-6_4
McComas, W. F. (2020). Principal elements of nature of science: Informing science teaching while dispelling the myths. In W. F. McCommas (Ed.), Nature of science in science instruction: Rationales and strategies (pp. 35–65). Springer https://doi.org/10.1007/978-3-030-57239-6_3
McComas, W. F., & Kampourakis, K. (2015). Using the history of biology, chemistry, geology, and physics to illustrate general aspects of nature of science. Review of Science, Mathematics and ICT Education, 9(1), 47–76. https://doi.org/10.26220/rev.2240
McDonald, C. V., & Abd-El-Khalick, F. (2017). Representations of nature of science in school science textbooks. In C. V. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks. A global perspective (pp. 1–19). Routledge. https://doi.org/10.4324/9781315650524-1
Mesci, G., & Schwartz, R. (2016). Changing preservice science teachers’ views of nature of science: Why some conceptions may be more easily altered than others. Research in Science Education, 47(2), 329–351. https://doi.org/10.1007/s11165-015-9503-9
Ministry of Education and Religious Affairs (2021). 109009/Δ2/07-09-2021 Οδηγίες για τη διδασκαλία του μαθήματος της Βιολογίας του Ημερησίου και του Εσπερινού Γυμνασίου για το σχολικό έτος2021-2022 [Instructions for teaching the course of biology of the day and evening high school for the school year 2021-2022].
Niaz, M. (2014). Science textbooks: The role of history and philosophy of science. In M. R. Matthews (ed.) International handbook of research in history, philosophy and science teaching (pp. 1411–1441). Springer.
Nouri, N., Saberi, M., Mccomas, W., & Mohammadi, M. (2021). Proposed teacher competencies to support effective nature of science instruction: A meta-synthesis of the literature. Journal of Science Teacher Education, 32(6), 1–24. https://doi.org/10.1080/1046560X.2020.1871206.
NSTA Board of Directors. (2020). Nature of science/NSTA. https://www.nsta.org/nstas-official-positions/nature-science
O’Connor, C., & Joffe, H. (2020). Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines. International Journal of Qualitative Methods, 19, 1–13. https://doi.org/10.1177/1609406919899220
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community. Journal of research in science teaching, 40(7), 692–720. https://doi.org/10.1002/tea.10105
Popper, K. (2005). The logic of scientific discovery. Routledge.
Reiff-Cox, R. (2020). Exchanging the myth of a step-by-step scientific method for a more authentic description of inquiry in practice. In W. F. McCommas (Ed.), Nature of Science in Science Instruction (pp. 127–139). Springer. https://doi.org/10.1007/978-3-030-57239-6_6
Smith, M. U., & Scharmann, L. C. (1999). Defining versus describing the nature of science: A pragmatic analysis for classroom teachers and science educators. Science Education, 83(4), 493–509. https://doi.org/10.1002/(SICI)1098-237X(199907)83:4<493::AID-SCE6>3.0.CO;2-U
Slapničar, M. (2014). Khine Swe, M. (Ed.) (2013) Critical analysis of science textbooks: Evaluating instructional effectiveness. Center for Educational Policy Studies Journal, 4(1), 137–141.
Solaz-Portolés, J. J. (2010). La naturaleza de la ciencia y libros de texto de ciencias: una revision. Educación [The nature of science and science textbooks: A review. Education] XX1, 13(1), 65–80. https://doi.org/10.5944/educxx1.13.1.277
Song, J., Chun, J., & Na, J. (2021). Why people trust something other than science. Science & Education, 30(6), 1387–1419. https://doi.org/10.1007/s11191-021-00243-w
Stasinakis, P. K., & Koliopoulos, D. (2009). Ανάλυση εγχειριδίων βιολογίας στη δευτεροβάθμια εκπαίδευση: Η περίπτωση της έννοιας της θρέψης φυτών και ζώων. Θέματα Επιστημών καιΤεχνολογίας στην Εκπαίδευση [Analysis of biology textbooks in secondary education: The case of the concept of plant and animal nutrition]. Issues of Science and Technology in Education, 2(1–2), 103–125. http://earthlab.uoi.gr/ojs/thete/index.php/thete/article/view/25
Taber, K. S. (2021). The challenge to educational reforms during a global emergency: The case of progressive science education. Center for Educational Policy Studies Journal, 11(Sp. Issue), 67–87. https://doi.org/10.26529/cepsj.1109
Weisberg, D. S., Landrum, A. R., Hamilton, J., & Weisberg, M. (2020). Knowledge about the nature of science increases public acceptance of science regardless of identity factors. Public Understanding of Science, 30(2), 120–138. https://doi.org/10.1177/0963662520977700
Yacoubian, H. A. (2020). Teaching nature of science through a critical thinking approach. In W. F. McComas (Ed.), Nature of science in science instruction: rationales and strategies (pp. 199–212). Springer. https://doi.org/10.1007/978-3-030-57239-6_10
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
