Using Historical Nonfiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understandings

Abstract

Explicit instruction of the nature of science (NOS) may be problematic if the NOS is portrayed as either a solely a cognitive or discursive endeavor, overlooking other aspects of epistemology, such as aesthetic ways of knowing. Here the aesthetic stance refers to individual’s responses during reading as they create links between the text and their own lives, prompting personal and emotional connections. From an aesthetic orientation, exploring historical nonfiction science texts via literature circles allows alternative possibilities for participants to create personal connections to the NOS. This article presents practical techniques and theoretical rationales for teaching the NOS using literature circles and concluding thoughts regarding narrative pedagogy and research possibilities associated with this instructional approach in elementary science teacher education.