Infusing epistemic perspectives on scientific practices in science teacher education (notice n° 158735)
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| fixed length control field | 02233cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250112032219.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Erduran, Sibel |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Infusing epistemic perspectives on scientific practices in science teacher education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2024.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 87 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The paper provides a case for the inclusion of epistemic perspectives on scientific practices in science teacher education. Scientific practices are defined as being part of nature of science and are drawn from the account of the Family Resemblance Approach (FRA) developed by Erduran & Dagher (2014a). The depiction of scientific practices relies on a theoretical model called the Benzene Ring Heuristic (BRH) which consolidates the epistemic, cognitive and social aspects of scientific practices into a holistic and visual representation. BRH describes scientific practices in terms of concepts such as data, models, explanations, predictions, argumentation and social certification. We describe a funded project that integrated BRH into a pre-service science teacher education program and investigated the impact of the intervention on the pre-service science teachers. Qualitative analysis of pre-service science teachers’ perceptions of scientific practices are described and contrasted before and after the training intervention using BRH. The results indicate that in some cases there was improvement in pre-service science teachers’ depiction of scientific practices as being holistic. The study provides empirical evidence on the incorporation of an epistemic perspective on scientific practices in science teacher education. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | nature of science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | epistemic perspectives |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | family resemblance approach |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | teacher education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | nature of science |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | epistemic perspectives |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | family resemblance approach |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Saribas, Deniz |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Kaya, Ebru |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Education & didactique | 17 | 3 | 2024-04-12 | p. 75-92 | 1956-3485 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-education-et-didactique-2023-3-page-75?lang=en">https://shs.cairn.info/journal-education-et-didactique-2023-3-page-75?lang=en</a> |
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