Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction

Authors

William F. McComas, University of Arkansas, Fayetteville
Michael P. Clough, Texas A&M University
Noushin Nouri, The University of Texas Rio Grande ValleyFollow

Document Type

Book Chapter

Publication Date

8-25-2020

Abstract

This chapter provides an extensive review of the literature related to research-based recommendations for what constitutes accurate and effective nature of science (NOS) instruction including key issues such as, explicitness in instruction, student reflection, and degree of contextualization. Next, we focus on four frequently recommended modes for NOS instruction including use of the history of science, socioscientific issues, argumentation, and inquiry. The review continues with an examination of various in-service professional development approaches for preparing teachers to implement accurate and effective NOS instruction. The chapter concludes with a wide-ranging section reviewing challenges that often interfere with efforts to accurately portray NOS, with a focus on assessment, teachers’ views and knowledge, NOS learning readiness and learning progressions, the lack of instructional materials, and the realization that NOS is still not viewed widely as a vital science learning goal.

Comments

https://rdcu.be/eBgAD

Original published version available at https://doi.org/10.1007/978-3-030-57239-6_4

Recommended Citation

McComas, W. F., Clough, M. P., & Nouri, N. (2020). Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction. In W. F. McComas (Ed.), Nature of Science in Science Instruction: Rationales and Strategies (pp. 67–111). Springer International Publishing. https://doi.org/10.1007/978-3-030-57239-6_4

Publication Title

Nature of Science in Science Instruction. Science: Philosophy, History and Education

DOI

10.1007/978-3-030-57239-6_4