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<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

Pasaulio pažinimo pamokoms (ypač gamtamokslinėms) ypatingai svarbu, kad mokinys stebėdamas ir analizuodamas, tyrinėdamas ir įsitikindamas, svarstydamas su draugais ir pan. gautų naują informaciją ir su ja dirbtų. Taip gauta informacija geriau bus suprasta, greičiau susiformuos sąvokos, o kartojimas padės greičiau atsirasti vaizdiniams. Rostoko projekto autoriai įsitikinę, kad aštuonmečiai, priklausomai nuo jų ankstesnės patirties ir esamų žinių, gali abstrakčiai mąstyti, net jei jie formuluoja atsakymus ir mintis sava kalba. Siekdami tai patvirtinti ar paneigti analizavome mokymo proceso (organizuoto pagal projekto autorių metodiką ir bandomą keliose Europos valstybėse) rezultatą – mokinių žinias ir gebėjimą formuluoti sąvokas, jomis operuoti. Mokslinius teorinius faktus apie gamtamokslinių sąvokų interiorizavimą jungiant holistine samprata buvo atskleisti gamtamokslinių sąvokų formavimo modelio pagrindu laikytini teiginiai. Remiantis teorinėmis prielaidomis, parengtas pradinių klasių mokinių gamtamokslinių sąvokų interiorizacijos modelis. Teorinis ir empirinis tyrimas parodė, kad pradinių klasių mokinių gamtamokslinių sąvokų interiorizavimui būdingos tam tikros pagrindinės ypatybės,apibrėžtos pagrindinės jaunesniojo mokyklinio amžiaus gamtamokslinių sąvokų raidos veiksmingumo kryptys. Tyrimo rezultatai leidžia manyti, kad modulio Vanduo metodika gali būti sėkmingai taikoma siekiant ugdymo kokybės Lietuvos mokyklose, jeigu mokymo efektyvumu bus suinteresuotas kiekvienas... [toliau žr. visą tekstą] / The article presents the results of the research in adoption of the content of the programme “Water” developed by the scientists from the University of Rostock. The sample of the research included school learners from the 2nd to 4th forms. The data of three testings were analysed and the evaluated change in the school learners’ knowledge development proved that application of the methodology of the programme “Water” significantly improved the respondents’ knowledge of water, its structure, states, the water cycle, the mechanism of water treatment and self-cleaning. This knowledge includes and expands not only learning about the environment but also develops school learners’ ecological attitude to nature and natural resources. However, only well-established long-term knowledge (which is the focus of the programme under discussion) will ensure the application of this knowledge in further process of natural science education. The article also presents the analysis of school learners’ reflections on learning, which shows that the respondents, involved in the investigation of the discussed object (i.e. water in this case) demonstrated a better acquisition of the presented material since visual aids, motivation and active involvement of learners are as relevant as the presented information itself. The conducted research allowed to evaluate the role of the programme “Water” in long-term knowledge adoption, that is, learning and internalisation of concepts. The change in test... [to full text]

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did. / South Africa

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South Africanschools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.

The Cognitive Role of φαινόμενα and its Scientific Use in Aristotle’s Treatises of Science”. We examine a classical discussion about the meaning of the term φαινόμενα in Aristotle. We criticize G. E. L. Owen’s interpretation who identifies its meaning with that of opinion (ἔνδοξα). Based on Aristotle’s treatises of science we propound another interpretation about this topic. Thus, we may emphasize the cognitive role that φαινόμενα have; for this, we highlight the functionthat they have while there are source of the knowledge of principles (cf. APr. I 30) as well as that they are judges of theoretical proposal with which they are in contradiction. In effect, one of the problems to be resolved is how is it possible that a contradiction exists between the principles of a science and the φαινόμενα. / Examinamos una discusión ya clásica sobre el sentido del término φαινόμενα en Aristóteles. Criticamos la interpretación de G. E. L. Owen, quien identifica su significado al de opinión (ἔνδοξα). Con base textual en los tratados de ciencia de Aristóteles, proponemos otra interpretación sobre este tópico. Así,podremos enfatizar el rol cognitivo que poseen los φαινόμενα; para ello, destacamos la función que tienen en tanto que son fuente del conocimiento de los principios (cf. APr. I 30) así como en cuanto se erigen en jueces de propuestas teóricas con las cuales entran en contradicción. En efecto, uno de los problemas a resolver es precisamente cómo es posible que exista una contradicción entre los principios de una ciencia y los φαινόμενα.

The purpose of the study is to shed light on how educators in preschool use the story Berta to teach chemistry to children in preschool. The study consists of two sub-studies, partly an interview study and partly a text analysis. In the text analysis we have done a deductive analysis of Berta's experiment book, and in the interview study we have done six semi-structured interviews. For our text analysis, we have chosen to start from Berta's experiment book where the purpose was to find out which chemical phenomena’s and investigations are addressed in the story of Berta that educators can then apply in teaching. The results show that the focus is on the chemical phenomena of mixing and separation but also chemical reactions. The text analysis also examined which two types of studies are highlighted in connection with the experiments. In the result, demonstration has a dominant role. The results of the interviews showed the educators different ways of organizing and introducing Berta to the preschool activities. The educators in the study also experienced that the stories about Berta are a good tool as a complement to working with chemistry in preschool. It was clear from the results that there were opportunities but also challenges when it comes to the material and where, among other things, the importance of competence development and previous subject knowledge is highlighted as an important aspect for teaching. / Syftet med studien är att belysa hur pedagoger i förskolan använder berättelsen Berta för att undervisa kemi i förskolan. Studien består av två delstudier, dels en intervjustudie och dels en textanalys. I textanalysen har vi gjort en deduktiv analys av boken Bertas experimentbok, och i intervjustudien har vi gjort sex semistrukturerade intervjuer.  Till vår textanalys har vi valt att utgå från Bertas experimentbok där syftet var att ta reda på vilka kemiska fenomen och undersökningar som tas upp i berättelsen om Berta som pedagoger sedan kan tillämpa i undervisning. Resultatet visar att fokuset ligger på kemi-fenomenen blandning och separation men också kemiska reaktioner. I textanalysen undersöktes även vilka två typer av undersökningar som lyfts fram i samband med experimenten. I resultatet har demonstration en dominerande roll.  Resultatet av intervjuerna visade pedagogernas olika sätt att organisera och introducera Berta i verksamheten. Pedagogerna i studien upplevde även att berättelserna om Berta är ett bra verktyg som komplement för att arbeta med kemi i förskolan. Det framgick i resultatet att det fanns möjligheter men också utmaningar när det kommer till materialet och där bland annat vikten av kompetensutveckling och tidigare ämneskunskap lyfts som en viktig aspekt för undervisning.