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Using Historical Nonfiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understandings

机译:利用历史小说和文学界发展基础教师的自然科学理解

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Explicit instruction of the nature of science (NOS) may be problematic if the NOS is portrayed as either a solely a cognitive or discursive endeavor, overlooking other aspects of epistemology, such as aesthetic ways of knowing. Here the aesthetic stance refers to individual’s responses during reading as they create links between the text and their own lives, prompting personal and emotional connections. From an aesthetic orientation, exploring historical nonfiction science texts via literature circles allows alternative possibilities for participants to create personal connections to the NOS. This article presents practical techniques and theoretical rationales for teaching the NOS using literature circles and concluding thoughts regarding narrative pedagogy and research possibilities associated with this instructional approach in elementary science teacher education.
机译:如果将NOS描绘成纯粹是认知或话语活动,而忽略了认识论的其他方面(例如审美认识方式),那么对科学本质(NOS)的明确说明可能会出现问题。这里的审美立场是指个人在阅读过程中的反应,因为他们在文本和自己的生活之间建立了联系,促进了个人和情感上的联系。从美学的角度出发,通过文学界探索非小说类科学历史文本,可以为参与者提供与NOS建立个人联系的其他可能性。本文介绍了利用文学界教授NOS的实用技术和理论原理,并总结了有关叙事教学法的思想以及与这种教学方法相关的基础科学教师教育的研究可能性。

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