Investigation and analysis of nature of science perspectives among key curriculum influences in British Columbia
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Savory, David
issued: 2016-01-26T02:03:57
issued: 2015
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: In this study I investigated the Nature of Science (NOS) perspectives advocated among three significant influences on school science in British Columbia: the official curriculum materials â Integrated Resource Packages (IRPs); the teachers; and the textbooks since these three significantly influence student learning experiences. I examined the Science 9 Integrated Resource Package (IRP) 2005 and two editions of B.C. Science Probe 9 by Nelson Publishing by using the protocol established by Chiappetta, Fillman and Sethna (1991) with the addition of a method from Green (2012) to investigate the nature of science in text. I used an interview protocol developed by Padayachee (2012) for exploring teachersâ views of the nature of science. Analysis of the perspectives indicates that there is alignment between NOS perspectives by teachers and those implied in the IRP. The agreement that hands-on, inquiry-based, and experience-oriented science learning is worthwhile acknowledges the value of science as a way of investigating, science as a way of thinking and science in the context science-technology-society. On the other hand there is partial alignment of textbook-based NOS perspectives with those discerned from IRP and teachersâ views of science teaching. Textbook NOS perspectives emphasized science as a body of knowledge without reference to history, creativity or imagination. The studyâs findings have implications on how complete understanding of the nature of science might be taught, learned and represented in various learning media.
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/56694
note: Investigation and analysis of nature of science perspectives among key curriculum influences in British Columbia by DAVID SAVORY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in The Faculty of Graduate and Postdoctoral Studies (Science Education) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) January 2016 © David Savory, 2015 ii Abstract In this study I investigated the Nature of Science (NOS) perspectives advocated among three significant influences on school science in British Columbia: the official curriculum materials â Integrated Resource Packages (IRPs); the teachers; and the textbooks since these three significantly influence student learning experiences. I examined the Science 9 Integrated Resource Package (IRP) 2005 and two editions of B.C. Science Probe 9 by Nelson Publishing by using the protocol established by Chiappetta, Fillman and Sethna (1991) with the addition of a method from Green (2012) to investigate the nature of science in text. I used an interview protocol developed by Padayachee (2012) for exploring teachersâ views of the nature of science. Analysis of the perspectives indicates that there is alignment between NOS perspectives by teachers and those implied in the IRP. The agreement that hands-on, inquiry-based, and experience-oriented science learning is worthwhile acknowledges the value of science as a way of investigating, science as a way of thinking and science in the context science-technology-society. On the other hand there is partial alignment of textbook-based NOS perspectives with those discerned from IRP and teachersâ views of science teaching. Textbook NOS perspectives emphasized science as a body of knowledge without reference to history, creativity or imagination. The studyâs findings have implications on how complete understanding of the nature of science might be taught, learned and represented in various learning media. iii Preface This dissertation is original, unpublished, …
has type: Thesis/Dissertation
date issued: 2016-02
is shown at: 10.14288/1.0223695
language: eng
degree discipline: Science Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
rights URI: http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/56694