Journal of Baltic Science Education

167-178

Authors: Olavi Hakkarainen, Maija Ahtee

The aim of this study is to find out how pupils will connect their observations and explanations from a demonstration. Seventh graders (117) were shown successively two demonstrations about floating and sinking. Pupils’ observations and explanations were classified and compared with each other in the two demonstrations. The four observation categories were: Complete observation, incomplete observation, non-essential observation, and no observation. The five explanation categories were: Scientific explanation (density), alternative explanation (weight), situational explanation (temperature), spontaneous explanation (irrelevant, insufficient, wrong), and no explanation. Both the observations and the explanations were improved significantly in the second demonstration even that no teaching was done between the demonstrations. The ways used by the seventh graders in processing their observations and explanations have been examined from the viewpoint of perceptual learning, variation theory, and the memory models in cognitive psychology.

187-195

Authors: Frackson Mumba, William F. Mejia, Vivien Mweene Chabalengula, Simeon Mbewe

This study determined the nature of the laboratory activities undertaken by Resident Scientists in high schools through a science education outreach project. This study also attempted to determine Resident Scientists’ perceived benefits and difficulties of students doing inquiry science activities in schools. A sample comprised eight Resident Scientists at a medium-sized University in Midwest of the USA. Resident Scientists were serving in a University-School partnership project funded by the National Science Foundation (NSF) GK-12 program. Data was collected through a questionnaire. Results show that the reported laboratory activities were at guided and verification inquiry levels and nothing at structured and open inquiry levels. Resident Scientists recognized the important role of inquiry, benefits and difficulties for implementing inquiry in schools. Their perceived difficulties for inquiry in schools represent barriers for open inquiry in science classrooms. These findings have some implications for science learning, teaching and teacher education.

212-223

Authors: Sari Havu-Nuutinen, Tuula Keinonen

This paper explores the changes in 12 year old pupils’ conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils’ conceptions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Results indicate that before teaching, pupils were able to name several organs of the human body, but they had no understanding of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.

237-254

Authors: Gul Unal Coban

Scientific understanding is important to science teachers. The way which science teachers use for explaining issues related to science also affects students’ understanding of science. Therefore, as a measure of the prospective science teachers’ understanding of science, their conceptions and descriptions on scientific issues compose the aim of this study. The views of 75 prospective science teachers who are selected by purposive sampling were probed about the meaning of scientific and being scientific, the scientific events, the scientific questions and the scientific knowledge through open ended questions. The results, which are based on significantly different categories, displayed that the prospective science teachers’ understanding of scientific issues is generally based on the phenomenon and empirical based understanding and perceived features those address traditional view of science. Besides, they seem to have inadequate understanding of science regarding logical, relational, sociological and historical aspects. At the end some recommendations were proposed accordingly.