, Volume 28, Issue 2, pp 191–204

Strategies and Activities for Initiating and Maintaining Pressure on Students' Naive Views Concerning the Nature of Science

  • Michael P. Clough

DOI: 10.1023/A:1007309107180

Cite this article as:
Clough, M.P. Interchange (1997) 28: 191. doi:10.1023/A:1007309107180


Many science teachers devote a portion of their course to improving students' understanding of the nature of science. However, despite a one- or two-week effort, students often cling to their misconceptions. This tenacity is not surprising in light of conceptual change theory. How then are teachers to facilitate more contemporary portrayals of the nature of science? The key is to maintain in students a sense of dissatisfaction with their archaic notions of the nature of science. Drawing from my recent six year experience teaching high school biology and chemistry, this paper provides examples of how science teachers might initiate and maintain pressure on students' misconceptions regarding the nature of science, and facilitate student consideration of more contemporary views.

Nature of science social studies of science activities teaching strategies teacher behaviours scientific literacy conceptual change misconceptions learning assessment 

Copyright information

© Kluwer Academic Publishers 1997

Authors and Affiliations

  • Michael P. Clough
    • 1
  1. 1.The University of IowaIowa CityU.S.A.