THE HONG KONG INSTITUTE OF EDUCATION
Module Outline
Programme Title
: M.Ed. (Science Education)
Module Title
: Scientific Investigation and Nature of Science
Department
: Science and Environmental Studies
Credit Points
: 3
Contact Hours
: 30
Pre-requisite(s)
: NIL
[If applicable.]
Level
: NA
[If applicable. For example, for Discipline Studies under the BEd Core Curriculum, there are three levels of modules
to reflect the progression of study or the extent of in-depth knowledge.]
Synopsis:
The nature of science and scientific investigation have emerged as key elements in relation to teachers
understanding the broader purposes of science education. This module involves participants to review the
nature of science and objectives of investigation from historical, philosophical and epistemological
perspectives. The module also focuses on different manifestations of the inquiry approach in recent
literature with considerations of pedagogical and practical issues. Questioning and discourse; as well as
using evidences and arguments in the investigation/inquiry processes are important areas to be examined in
this module. As informed by research, the practical implications of learning through inquiry and
investigation for instructional models and strategies will be studied with a view to making connections to
concept understanding.
Objectives :
Upon completion of the module, participants should be able to
1. Review the range of views regarding the history and nature of science and their implications for
teaching and learning of science;
2. Analyze the nature and importance of scientific investigation from a variety of perspectives;
3. Understand the practices of investigation and its potential for facilitating the development of
conceptual understanding among students; and
4. Design and apply effective pedagogical activities to promote an awareness of the nature of science and
scientific investigation in school science
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Content
1. History and the nature of science
a. Perspectives on the nature of science and scientific investigation
b. Selected case studies (e.g., The discovery of the structure of DNA, Continental drift theory, Mendel
and genetics) on history and nature of science
c. The important ideas from selected philosophers of science (e.g. K.R. Popper and Thomas Kuhn)
d. Students’ and teachers’ views of the nature of science and their implications for teaching and
learning science
2. Understanding the process of scientific investigation
a. Cycle of investigation/inquiry
b. Questioning and discourse in investigation/inquiry
c. Understanding and using scientific evidence
d. Constructing concept understanding from investigation/inquiry
3. Putting investigation/inquiry into practice
a. Connecting investigation/inquiry to the curriculum
b. Changes toward investigation/inquiry: teachers’ belief, teacher collaboration and student role
Assessment
A critical analysis of the scientific investigation practices occurring at a school and/or a classroom level in
Hong Kong, the influences on those practices, and suggestions for improvement of the practices. (4000 word
maximum)
Required Text
NIL
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Recommended Reading
1. Abell, S. K. & Lederman N. G. (2007). Handbook of Research on Science Education. Mahwah, N.J.
Lawrence Erbaum Associates.
2. Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N., Mamlok-Naaman, R., Hofstein, A., et al.
(2004). Inquiry in Science Education: International Perspectives. Science Education, 88(3), 397-419.
3. Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry. Journal of
Science Teacher Education, 13(1), 1-12.
4. Chin, C., & Chia, L.G. (2004). Problem-based learning: Using students’ questions to drive knowledge
construction. Science Education, 88(5), 707-727.
5. Gribbin, J. (2003). Science: A History. London: Penguin Books.
6. Flick, L. B. & Lederman, N. G. (2006). Scientific inquiry and nature of science: implications for
teaching, learning, and teacher. Dordrecht : Springer.
7. Hammer, D., & Zee, E. V. (2006). Seeing the science in children’s thinking: case studies of student
inquiry in physical science. Portsmouth, NH: Heinemann.
8. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problembased and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational
Psychologist, 42(2), 99-107.
9. Lederman, N.G. (2002). Scientific inquiry and nature of science as a meaningful context for learning in
science. In S. P. Marshall, J. A. Scheppler, & M. J. Palmisano (Eds.), Science literacy for the twentyfirst century. Amherst, NY: Prometheus Books.
10. Lakkala, M., Lallimo, J., Hakkarainen, K. (2005). Teachers’ pedagogical designs for technologysupported collective inquiry: A national case study. Computers and Education.45, 337-356.
11. National Research Council (2000). Inquiry and the national science education standards. Washington,
DC: National Academy Press.
12. Warren, D. (2001). The nature of science. London: Royal Society of Chemists.
Related Websites
East Asian Science Education Association
http://theease.org/
National Association for Research in Science Teaching
http://www.narst.org/
National Science Teacher Association
http://www.nsta.org/
Related Journals
Journal of Research in Science Education
Journal of Research in Science Teaching
Journal of Science Teacher Education
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