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Analysis of the Level of Explicit Reflection of the Nature of Science in the Physics Parts of Science Textbooks
Yoon Sook Jung · Ju Yeon Kim · Sung-Won Kim ∗
Department of Science Education, Ewha Womans University, Seoul 120-750 (Received 8 October, 2010 : revised 29 October, 2010 : accepted 15 November, 2010)
The purpose of the study was to analyze the level of explicit reflection of the nature of science (NOS) in the physics parts of the science textbooks published for middle-school students. The analysis framework to reveal explicit reflection of NOS was based on the seven aspects in the nature of science proposed by Lederman et al. (2002): the empirical nature of science knowledge, scientific theories and laws, the creative and imaginative nature of science, the theory-laden nature of science knowledge, social and cultural influences, the myth of the scientific method, and the tentative nature of science knowledge. For each aspect of the NOS, we made a rubric to determine the level of explicit reflection of science textbooks as 1 of 4 levels from 0 to +3 for each aspect. In the case of full explicit reflection, the +3 level was given while the 0 level was given in case of no reflection.
We found that the myth of the scientific method and the tentative nature of science knowledge to be the aspects of NOS that tended to be more explicitly reflected than other aspects. In addition, the differencs among the areas of science textbooks as to the levels of explicit reflection of the NOS were high.
PACS numbers: 01.40.Gm, 01.40.Ej, 01.40.Fk
Keywords: Nature of science, Textbook, Explicit reflection
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