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ERIC Number: EJ1039618
Record Type: Journal
Publication Date: 2014-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0036-8148
Demystifying Nature of Science
Lederman, Judith; Bartels, Selina; Lederman, Norman; Gnanakkan, Dionysius
Science and Children, v52 n1 p40-45 Sep 2014
With the emergence of the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), it is apparent that teaching and learning about nature of science (NOS) continues to be an important goal of science education for all K-12 students. With this emphasis on NOS, early childhood teachers are asking how to design instruction to teach NOS within the context of these new standards. During a recent research project, the authors had the opportunity to teach NOS to 70 first-grade students in an urban midwestern city. For this study, their instruction focused on the learning of three aspects of NOS from the "NGSS": Scientific knowledge is based on empirical evidence; science is a way of knowing; and scientific knowledge is open to revision in light of new evidence. However, it is important to note that other aspects of NOS, including "Science is a human endeavor," were also addressed. The lessons were integrated into the science curriculum and augmented with literature connections. Interwoven throughout these inquiry lessons were reading, writing, and drawing activities. These multidisciplinary lessons allowed them to address topics found in both the "Common Core State Standards for English Language Arts" (CCSS-ELA) (NGAC and CCSSO 2010) and the "NGSS" (NGSS Lead States 2013). In this article, they share examples of lessons and activities they used in the study.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A