Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might...
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Moscow State University of Psychology and Education
2020-07-01
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| Series: | Культурно-историческая психология |
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| Online Access: | https://psyjournals.ru/en/kip/2020/n2/Koumara_Plakitsi.shtml |
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doaj-8035e0fb6ae0414ebc5c2bb0097431132020-11-25T02:54:01ZengMoscow State University of Psychology and EducationКультурно-историческая психология1816-54352224-89352020-07-01162616810.17759/chp.2020160208Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive LearningKoumara A.0https://orcid.org/0000-0003-4061-2004Plakitsi K.1https://orcid.org/0000-0002-8340-1322University of Ioannina, GreeceInternational Society for Cultural-Historical and Activity Research, ISCAR, GreeceA Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.https://psyjournals.ru/en/kip/2020/n2/Koumara_Plakitsi.shtmlcycle of expansive learningnature of scientific knowledgecontinuing professional developmentsecondary school |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Koumara A. Plakitsi K. |
| spellingShingle |
Koumara A. Plakitsi K. Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning Культурно-историческая психология cycle of expansive learning nature of scientific knowledge continuing professional development secondary school |
| author_facet |
Koumara A. Plakitsi K. |
| author_sort |
Koumara A. |
| title |
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning |
| title_short |
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning |
| title_full |
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning |
| title_fullStr |
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning |
| title_full_unstemmed |
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning |
| title_sort |
using chat to address the nature of scientific knowledge aspects on a pd-program for greek science teachers as a cycle of expansive learning |
| publisher |
Moscow State University of Psychology and Education |
| series |
Культурно-историческая психология |
| issn |
1816-5435 2224-8935 |
| publishDate |
2020-07-01 |
| description |
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful. |
| topic |
cycle of expansive learning nature of scientific knowledge continuing professional development secondary school |
| url |
https://psyjournals.ru/en/kip/2020/n2/Koumara_Plakitsi.shtml |
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