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Direct linkVoss, Sarah; Kent-Schneider, Isaiah; Kruse, Jerrid; Daemicke, Ren – Science & Education, 2023
While much is known about teacher learning of nature of science (NOS) concepts, less is known about how teachers develop an understanding of how to effectively teach NOS or how instructional views might differ across levels of the Family Resemblance Approach (FRA) wheel. Therefore, this study investigated the NOS instructional views related to…
Descriptors: Preservice Teachers, Science Teachers, Scientific Principles, Science Instruction
Edgerly, Hallie; Kruse, Jerrid; Wilcox, Jesse – Science & Education, 2023
During a 10-week professional physical science professional development (PD) course, elementary inservice teachers (n = 18) in a large urban district were engaged in explicit-reflective nature of science (NOS) instruction. Teachers were also explicitly engaged in reflection concerning NOS pedagogy (e.g., explicit-reflective, role of context).…
Descriptors: Faculty Development, Elementary School Teachers, Urban Schools, Scientific Principles
Kruse, Jerrid; Kent-Schneider, Isaiah; Voss, Sarah; Zacharski, Kinsey; Rockefeller, Molly – Science & Education, 2021
The study seeks to explore the extent to which students think pedagogical activities exemplifying various degrees of contextualization accurately reflect the work of scientists. Arguing for scaffolding across multiple degrees of contextualization, Clough (2006) reasoned that different contextualization plays different, but complimentary, roles in…
Descriptors: Student Attitudes, Scientific Principles, Science Activities, Authentic Learning
