• Hanno Michel
Translated title of the contributionNature of science in physics education
Besides conveying an adequate understanding of science content knowledge, many scholars advocate that science education should also take views and beliefs about the nature, status, and value of scientific knowledge into account ("nature of science", NOS). In the dissertation at hand, the potential relation between NOS understanding and conceptual understanding in science is examined taking from different perspectives. After providing an overview on what constitutes NOS and which arguments are provided in the literature for an implementation of NOS in science teaching, four publications are presented, which are associated to this dissertation. The first of these publications presents a synopsis of the theoretical grounding and empirical substantiation of the science learning argument (Driver et al., 1996), which has been provided in the literature so far. Building on the findings, an intervention study with 82 middle school students was conducted to investigate the connection between NOS understanding and the development of conceptual understanding during a teaching unit on the energy concept (publication 2). To this end, learning gains regarding disciplinary content knowledge, as well as understanding of the epistemological aspects of energy (EAE), were examined, with the latter being only implicitly included in the teaching unit. Eventually, for a second empirical study, learning activities were designed that integrate both NOS and science content aspects in a way, in which they are thought to mutually promote each other, while at the same time explicitly focusing on EAE (publication 3). The effect of a respective integrated teaching unit – in comparison to a conventional unit on energy – was then investigated in an intervention study with 191 upper secondary school students (publication 4).
Original languageGerman
Place of PublicationKiel
PublisherChristian-Albrechts-Universität
StatePublished - 11.12.2018

    Research areas

  • Implementation research
  • Research in teaching and learning

ID: 948374