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Designing and evaluating nature of science activities for teacher education. Fanny Seroglou & Agustin Aduriz-Bravo Aristotle University Universidad de of Thessaloniki Buenos Aires Greece Argentina. teacher educators .
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Fanny Seroglou & Agustin Aduriz-Bravo
Aristotle University Universidad de
of Thessaloniki Buenos Aires
Greece Argentina
help and encourage
prospective and in-service teachers
traditional scientific
science literacy
education for all
the broader social contexts
nature of
science contents
nature of
science contexts
cognitive dimension
how science changes
in history
how science relates
to society and culture
synthetic nature of
science as a product
nature of the evolution
and methodologies
of science
nature of the
interrelations of
science and society
meta-cognitive dimension
values
nature of attitudes
expressed through science
nature of values
fostered by science
emotional dimension
and
the contexts of
their emergence
productively
informed
by discussions of
the history of
scientific ideas
cognitive history of science
what we know?”
philosophical
“key-ideas” set in
historical events
warned by
sociological
contributions
against dogmatism
and elitism
meta-cognitive philosophy of science
through science
and values fostered
by science
ideas from recent sociology of science and science studies may illuminate
the contribution
of science
in the formation of educated people
emotional sociology of science
a set of structural guidelines to design
teacher education courses
an evaluation tool for NOS applications
Thessaloniki Buenos Aires
GNOSIS structural guidelines
narratives for teaching NOS
a historical review of the relations between
creator and creation in science and
technology
ethical issues arising from scientific creation
a variety of scientific contents
(cloning, eugenics, euthanasia)
the kind of answers science is seeking
concerning creation
the philosophical questions that intrigue
this quest
the demands of society that favor different
strands of scientific research
the way scientific results reform and reshape
social and cultural structures
attitudes and values concerning…
responsibility in scientific creation
aims and motives for creating
“independence” of creation from creator
teachers functioning as “audience”
of the communicated stories, they feel
detached and safely at a distance
from the target contents that are debated
resource for meaningful science teaching
films, legendary tales, poems,
newspaper articles
provide background and raise issues
in the past…
were communicated through story-telling
today…
are powerfully presented through films
Blade Runner
Replicants of the
Blade Runner
watch fragments of the film discuss and debate
Thessaloniki
a Jewish legend
Golem
The giant of Balvanera
legend reconstruction
a poem by J. L. Borges
a newspaper clip
Buenos Aires
applications
the film, perspective teachers were asked to
discuss and debate about:
the scientific and the philosophical
questions raised in the film and the
interrelations between these two
Can science help us solve problems of
our life that seem impossible to solve?
Is life a creation or a construct?
What are the limits of science?
What parameters define those limits?
As scientific questions meet philosophical questions, what are the boarders of such an interaction?
How should genetics develop and be dealt with in order to benefit contemporary and future societies?
Should the aims of science
(and especially genetics) be
immortality, youth, race perfection etc.
or a better quality of life for all?
Should we take advantage of
the maximum of potentials of science
(and especially genetics)
and the scientific creations
driven only by profit?
