ERIC Number: ED137096
Record Type: RIE
Publication Date: 1976-Nov
Reference Count: 0
A Review of Empirical Studies Pertaining to the "Nature of Science."
Mathis, Philip M.
Reviewed are 14 studies pertaining to teaching and learning the nature of science. A brief "digest" is prepared of each study, listing author/source, subjects, problem, instruments used, and findings. Conclusions supported by the findings of these studies are made regarding the inadequate levels of understanding of science teachers of the nature of science; the factors (length of teaching experience, quality or quantity of academic course work) that apparently have no influence on science teachers' understanding of the nature of science; and the factors (appropriately designed institutes, science courses, and science education courses) that have a positive influence on producing teacher and/or student growth in understanding the nature of science. Suggestions for research to provide more information on the teaching and learning of the nature of science include: (1) large-scale studies that increase possibilities for generalization; (2) studies dealing with science concepts taught in elementary school; (3) studies involving actual classroom instruction of teachers who score high on understanding of the nature of science; and (4) studies to determine what factors predispose teachers to use teaching strategies accurately conveying the nature of science. (Author/CS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the Tennessee Academy of Science (86th, Chattanooga, Tennessee, November, 1976)