不丹科学教师对科学本质的看法:一项横断面研究。

Karma Dorji, Sherab Jatsho, Pem Choden, Pema Tshering
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引用次数: 5

摘要

本研究调查了不丹科学教师的科学本质观。这项研究根据方便的雪球抽样技术招募了225名不丹科学教师。数据是使用科学神话问卷(MOSQ)收集的。MOSQ是在谷歌表单上设计的,并通过在线调查模式进行管理。使用描述性统计数据对数据进行分析,以测量科学教师开放式书面回答、独立样本t检验和方差分析(ANOVA)支持的频率。描述性统计结果表明,不丹科学教师在科学知识、科学方法、科学家工作和科学事业方面对NOS缺乏清晰的理解。独立样本t检验显示,不丹男性和女性科学教师对NOS的认知在统计学上没有显著差异 > .05.单因素方差分析检验显示,不丹科学教师基于学历对NOS的认知存在统计学显著差异,p 05.然而,Tukey事后测试显示,不丹科学教师基于学历对NOS的看法只有在拥有研究生文凭和哲学博士的教师之间才显著。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bhutanese science teachers' perceptions of the nature of science: a cross-sectional study.

This study investigated Bhutanese science teachers' conceptions of the nature of science (NOS). The study recruited 225 Bhutanese science teachers based on convenient and snowball sampling techniques. The data was collected using the Myths of Science Questionnaire (MOSQ). The MOSQ was designed on Google Forms and administered through the online survey mode. The data was analysed using descriptive statistics in terms of the measure of frequency supported by science teachers' open-ended written responses, Independent Sample t-test, and One-way Analysis of Variance (ANOVA). Findings from descriptive statistics showed that Bhutanese science teachers considerably lacked clear understanding of the NOS in terms of scientific knowledge, scientific method, scientists' work, and scientific enterprise. The Independent Sample t-test showed that there was no statistically significant difference between Bhutanese male and female science teachers' perceptions of the NOS with p > .05. The One-way ANOVA test revealed statistically significant differences amongst Bhutanese science teachers' perceptions of the NOS based on their academic qualifications with p < .05. The Tukey Post-hoc test, however, revealed that Bhutanese science teachers' perceptions of the NOS based on academic qualifications was significant only between teachers with postgraduate diploma and doctor of philosophy.

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