There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of instruction. In this context, the main objective of this review is to analyze articles from nine main science education journals that consider the teaching of NOS to K-12 students, pre-service, and in-service science teachers in search of patterns in teaching and learning NOS. After reviewing 52 studies in nine journals that included data regarding participants' views of NOS before and after an intervention, the main findings were as follows: (1) some aspects of NOS (empirical basis, observation and inference, and creativity) are easier to learn than others (tentativeness, theory and law, and social and cultural embeddedness), and subjective aspects of NOS and "the scientific method" seemed to be difficult for participants to understand; (2) the interventions most frequently lasted 5 to 8 weeks for students, one semester for pre-service teachers, and 1 year for experienced teachers; and (3) most of the interventions incorporated both decontextualized and contextualized activities. Given the substantial diversity in the methods and intervention designs used and the variables studied, it was not possible to infer a pattern of more-effective NOS teaching strategies from the reviewed studies. Future investigation should focus on (a) disentangling whether a difference exists between the easy and difficult aspects of learning NOS and formulating a theoretical explanation for distinguishing the two types of aspects and (b) assessing the effectiveness of different kinds of courses (e.g., history of science, NOS or informal) and strategies (e.g., hands-on vs. drama activities; SSI vs. HOS).

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in Chile: weaknesses in teaching and future challenges of the education of the teachers of science A educação científica no chile: debilidades do ensino e futuros desafíos da educação dos professores de ciencia hernán cofré

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We analyzed the structure and composition of a bird assemblage in a fragmented relict temperate forest located in northcentral Chile ( Fray Jorge National Park). In terms of species composition, the bird assemblage we found in Fray Jorge was more similar to southern temperate forest sites, located more than 1200 km south of Fray Jorge, than to localities found in nearby scrub habitats. The relict character and long‐term isolation of the Fray Jorge forest provides a natural experiment with which to establish the potential long‐term effects of fragmentation and isolation on southern Chilean temperate forests. Between May 1996 and March 1997, we conducted seasonal surveys of birds in six forest fragments, ranging in size from 0.5 to 22.5 ha, at Fray Jorge. The number of bird species at each forest fragment was positively correlated with fragment area during all seasons. The relict forest system had a steeper species‐area slope than that reported for similar temperate‐forest bird assemblages in forest fragments within Chiloé Island and for islands across the Chiloé Archipelago in southern Chile. In this regard, this bird fauna resembled a depauperate oceanic archipelago. This difference in area effects is likely a consequence of the minimization of rescue effects because of the absence of large source forest areas nearby and the long‐term isolation of the system. In addition, the distribution of species among forest fragments in Fray Jorge was not random, showing a nested subset pattern. Thus, some species occur across all fragments, regardless of their area, and therefore are less affected by habitat fragmentation and less prone to local extinction. These results suggest that, for south‐temperate forest birds, large fragments (or reserves) should afford better protection against extinction than small forest patches.