Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators
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| Title: | Nature of Science Conceptions and Identity Development among Science Education Doctoral Students: Preparing NOS Teacher Educators |
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| Language: | English |
| Authors: | Phillips, Andrea (ORCID |
| Source: | International Journal of Research in Education and Science. 2022 8(4):626-646. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Scientific Principles, Doctoral Students, Science Teachers, Teacher Educators, Professional Identity, Influences, Barriers, Persistence, Science Education, Student Attitudes, Knowledge Level, Context Effect, Educational Resources, Cultural Relevance, Evaluation Methods, Science Curriculum |
| ISSN: | 2148-9955 |
| Abstract: | Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed for this study were recordings and notes taken during class discussions in a NOS seminar, as well as NOS research and teaching assignments associated with the course. These data sources were analyzed for development of four influences on identity development for NOS: (1) personal influences on NOS identity, (2) contextual influences on NOS identity, (3) competing identities with NOS, and (4) persistence in overcoming barriers to development of a NOS identity. Findings emphasize the need to target NOS identity development among teacher educators, as they hold the primary responsibility for instilling a NOS identity in their own students, who are future teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1357849 |
| Database: | ERIC |
| Abstract: | Research on Nature of Science (NOS) conceptions and identity development for NOS contains a gap in the realm of examining doctoral students aiming to be science teacher educators. This research examines the NOS identity development of participants in a course focused on the philosophy of science and research about NOS education. The data analyzed for this study were recordings and notes taken during class discussions in a NOS seminar, as well as NOS research and teaching assignments associated with the course. These data sources were analyzed for development of four influences on identity development for NOS: (1) personal influences on NOS identity, (2) contextual influences on NOS identity, (3) competing identities with NOS, and (4) persistence in overcoming barriers to development of a NOS identity. Findings emphasize the need to target NOS identity development among teacher educators, as they hold the primary responsibility for instilling a NOS identity in their own students, who are future teachers. |
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| ISSN: | 2148-9955 |
