Despite consistent emphasis in reform documents that the nature of science is a crucial part of K-12 science education (NRC, 1996; AAAS, 1993; McComas & Olson, 1998), students continue to have significant misconceptions about what science is and how it works. Most attention to the causes of this problem and possible solutions have focused on the secondary level, despite evidence that misconceptions are developed early in students' educational experience (Finson, 2006). Unfortunately, very little research has been conducted on improving elementary students' understanding of the nature of science (Akerson, 2000; Clough, 2001; Schrauth, 2009). Far more information is needed about how the nature of science is portrayed and what might be done to improve the current state of NOS instruction in the elementary grades.