Teaching Nature of Science to K‐2 Students: What understandings can they attain?

Akerson, Valarie L.; Donnelly, Lisa A.

doi:10.1080/09500690902717283

Cited by 113 publications

(71 citation statements)

References 22 publications

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“…Real models are, e.g. used to support students' learning about complex systems (Hmelo, Holton, & kolodner, 2000) or to allow students to understand the difference between inference and observation (Akerson & Donnelly, 2010). The majority of publications in this review, however, focus on mental models mostly in the general context of scientific reasoning (e.g.…”

Section: Constructing Modelsmentioning

confidence: 99%

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Rönnebeck

Bernholt

Ropohl

2016

Studies in Science Education

175

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Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research.

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Section: Constructing Modelsmentioning

confidence: 99%

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Rönnebeck

Bernholt

Ropohl

2016

Studies in Science Education

175

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“…Explicit NOS activities would be integrated to make the aspect of NOS that children lived during their inquiry process explicit and reflect about their understanding about NOS aspects under consideration. Such synthesized methodology of explicit reflective guided-inquiry and explicit reflective NOS activities is being used in recent research (Akerson & Donnely, 2010). The methodology of the study was applied at a science camp.…”

Section: Rationale For the Studymentioning

confidence: 99%

“…Explicit approaches have flourished in recent years. In two studies (Akerson & Donnely, 2010;Akerson & Volrich, 2006) NOS teaching was embedded in science content and NOS aspects were made explicit while learning the specific science content by asking the students to reflect on how what they did resembled what scientists do. They reported positive changes in first and second graders' understanding of tentative NOS.…”

Section: Introductionmentioning

confidence: 99%

Effect of a Science Camp on the Children’s Views of Tentative Nature of Science

Metin

Leblebicioğlu

2011

JSE

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This study explored the effectiveness of a science camp on children's views of the tentative nature of scientific knowledge. The method used to do so was a synthesized methodology of explicit reflective guided-inquiry, and several explicit Nature of Science (NOS) activities. The participants were 24 children who were at the 6 th and 7 th grades. VNOS D questionnaire (Lederman & Khishfe, 2002) was applied at the beginning and end of the science camp. All of the children were also interviewed in order to validate the questionnaire and enrich the data. The qualitative data were analyzed by using interpretive analysis. The results showed that more children accepted the tentativeness of scientific knowledge at the end of the camp. The children's ideas about tentativeness of scientific knowledge in dinosaurs and meteorology domains were largely affected by the context of the questions especially at the beginning of the science camp.

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“…The nature of science is the epistemology of science, which realises science as a way of knowing tentative knowledge (Akarsu, 2010;Akerson & Donnelly, 2010;Abd-El-Khalick & Akerson, 2009;Karakas, 2008 andLederman, 1992). There are various ways of knowing science of which one is through the teaching of science (Abd-El-Khalick and Akerson, 2009).…”

Section: The Nature Of Science and The Purpose Of Teaching Sciencementioning

confidence: 99%

Lucid Perspectives on the Art of Physical Science Teaching from the South African Context

Mudau¹

2014

MJSS

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Teaching Nature of Science to K‐2 Students: What understandings can they attain?

Cited by 113 publications

References 22 publications

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Searching for a common ground – A literature review of empirical research on scientific inquiry activities

Effect of a Science Camp on the Children’s Views of Tentative Nature of Science

Lucid Perspectives on the Art of Physical Science Teaching from the South African Context

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