Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology

Examining the evolution education literature with a focus on teachers: major findings, goals for teacher preparation, and directions for future research

“…Two other studies investigated teachers' views of evolution as a valid scientific theory during a preservice teacher course. Scharmann et al (2005) described a middle and secondary science methods course in which they taught NOS in an explicit-reflective manner, highlighting criteria used to evaluate the validity of knowledge claims. During three iterations of the course, they asked preservice teachers to place intelligent design and evolution along a 'scientific to less scientific' continuum.…”

“…Upon reflection, some teachers may recognize that their religious beliefs do not interfere with accepting evolution to the extent they originally had anticipated. The work of Scharmann et al (2005) and Smith and Scharmann (2008) demonstrate that asking teachers to place evolution and other ways of knowing on a 'scientific to less scientific' continuum after targeted instructional units on knowledge claims can help teachers view evolution as scientifically valid. Hermann (2008) refers to such approaches as procedural neutrality, in which teachers are allowed to explore their beliefs and never asked to ascribe to an 'either/or' mentality in which they have to choose between accepting evolution and adhering to religious beliefs.…”

Professional Development of Elementary and Science Teachers in a Summer Science Camp: Changing Nature of Science Conceptions

“…The effectiveness of the explicit-reflective approach in teaching the NOS concepts was expressed numerous times in the literature by many scholars (e.g. Bell, Matkins, & Gansneder, 2011;Khishfe, 2013;Scharmann, Smith, James, & Jensen, 2005). Any implicit experiences of the teachers in the camp program were reinforced appropriately through explicit references given to the relevant aspects of NOS.…”

The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

“…Most important, research has indicated that effective NOS lessons tend to be both explicit and reflective (Craven 2002;Schwartz et al2004;Scharmann et al 2005;Seker and Welsh 2005). Essentially, this combines the standards for portraying NOS (#5) and using inquiry learning (or any standard constructivist pedagogy; #9).…”