Publication: The development of Bangladeshi science teachers' conceptions of nature of science
1
Issued Date
2013-01-01
Resource Type
ISSN
23277971
2327915X
2327915X
Other identifier(s)
2-s2.0-84902085947
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Science, Mathematics and Technology Learning. Vol.19, No.3 (2013), 13-32
Suggested Citation
Ziaul Abedin Forhad, Khajornsak Buaraphan The development of Bangladeshi science teachers' conceptions of nature of science. International Journal of Science, Mathematics and Technology Learning. Vol.19, No.3 (2013), 13-32. doi:10.18848/2327-7971/CGP/v19i03/49001 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/31770
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
The development of Bangladeshi science teachers' conceptions of nature of science
Author(s)
Other Contributor(s)
Abstract
Nature of science (NOS) is widely regarded as one important strand for students. The major responsibility of science teachers is to develop an adequate informed understanding about NOS in the students they teach. To do that, basically, science teachers themselves must possess an adequate informed understanding about NOS. The purposes of this study are: a) to explore Bangladeshi science teachers' conceptions of NOS and b) to develop their NOS conceptions. The study revealed that a significant number of science teachers in Bangladesh held uninformed conceptions of NOS. However, the workshop designed for this study could help the participating science teachers develop more informed conceptions of NOS. The educational context of Bangladesh potentially affected science teachers' awareness of the importance of NOS teaching and learning, and also their conceptions of NOS. © Common Ground, Ziaul Abedin Forhad, Khajornsak Buaraphan.