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Peer reviewedLederman, Norman G. – Electronic Journal of Science Education, 1998
Clarifies the meaning of the Nature of Science (NOS) and scientific inquiry in the context of reform efforts in science education. Delineates several misconceptions promoted (or ignored) by reform efforts. Proposes that without explicit instructional attention to the NOS and scientific inquiry, students will once again learn science subject matter…
Descriptors: Elementary Secondary Education, Higher Education, Inquiry, Professional Development
