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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

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
ORCID: https://orcid.org/0000-0003-4061-2004
e-mail: anniekmr@gmail.com

Plakitsi K.
President of the International Society for Cultural-Historical and Activity Research, ISCAR, Greece
ORCID: https://orcid.org/0000-0002-8340-1322
e-mail: kplakits@gmail.com

Abstract
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

DOI: https://doi.org/10.17759/chp.2020160208

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).

For Reference

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