Teaching and learning nature of scientific knowledge: Is it D\xe9j\xe0 vu all over again?

Norman G. Lederman,Judith S. Lederman

doi:10.1186/s43031-019-0002-0

Abstract

This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

Highlights

Conceptualizing the construct There have been many changes in how nature of scientific knowledge (NOSK), known as nature of science (NOS), not the least of which is the change in acronym to NOSK used here
Bringing NOSK to the forefront during instruction goes well beyond the teacher pointing out aspects of NOSK when appropriate, but rather involves students reflecting on their experiences as they struggle with developing science understandings as they engage with phenomena
Moving forward: what research needs to be done? NOSK has been a focus of systematic empirical research for almost 70 years, there are many unanswered questions that can contribute to the solutions of the challenges that teachers face

Summary

Introduction

Conceptualizing the construct There have been many changes in how nature of scientific knowledge (NOSK), known as nature of science (NOS), not the least of which is the change in acronym to NOSK used here. Research on teaching nature of scientific knowledge Over the past few decades it has become clear that an explicit, reflective approach to teaching NOSK is more effective than assuming that students will develop understandings by doing scientific investigations. Research on assessing nature of scientific knowledge As all science teachers and college science teacher educators should know that what you are teaching must be assessed or student learning is compromised.

Results

Conclusion