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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935


License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR


Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning 64

Koumara A.
PhD student in Science Education, Department of Early Childhood Education, University of Ioannina, Greece

Plakitsi K.
President of the International Society for Cultural-Historical and Activity Research, ISCAR, Greece

A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.

Keywords: Cycle of Expansive Learning, Nature of Scientific Knowledge, Continuing Professional Development, Secondary School

Column: Cultural-Historical Psychology: Traditions and Innovations


A Part of Article

The importance to include Nature of Science (NOS) aspects in science teaching is acknowledged among all researchers. The arguments for this are: a) better understanding of the limitations of science, b) increase interest in the classroom, c) achieve better understanding of scientific knowledge and d) achieve scientific literacy (related to citizen education).

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