ERIC Number: EJ1412886
Record Type: Journal
Publication Date: 2023
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2364-1177
Pre-Service Science Teachers' Perceptions of the Aesthetic Features of Science
Asia-Pacific Science Education, v9 n2 p446-487 2023
This study investigated the perception of aesthetic features within science among 73 pre-service science teachers and its implications for science education. We developed an analytical framework and questionnaire to administer to teachers. The findings revealed notable distinctions in how participants perceived aesthetic aspects, particularly between the 'nature' domain and others. Furthermore, some respondents exhibited negative perceptions, largely due to their naive understanding of the nature of science, while others simply acknowledged contradictions within aesthetic features. The study offers several crucial implications, including that pre-service science teachers should be granted more opportunities for hands-on experiences in the field of science; educational interventions aimed at reshaping pre-service teachers' views on the nature of science are imperative; and there is a need to provide opportunities for pre-service teachers to recognize and grapple with opposing aesthetic features within science. Additionally, explicit education on aesthetics within the context of science is warranted.
Descriptors: Preservice Teachers, Science Teachers, Aesthetics, Science Instruction, Teacher Education Programs, Scientific Principles, Intervention, Student Attitudes, Negative Attitudes, Foreign Countries
BRILL. Plantijnstraat 2, 2321 JC Leiden, the Netherlands. e-mail: apse.journal@gmail.com; e-mail: support-programmanagement@brill.com; Web site: https://brill.com/view/journals/apse/apse-overview.xml
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A