Skip to main content

Advertisement

SpringerLink
Log in

Teaching and Learning Nature of Science in Elementary Classrooms

Research-Based Strategies for Practical Implementation

  • SI: nature of science
  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to aid researchers, professional developers, and teachers in noting that not only is it important and possible to teach NOS at the elementary levels, but also that elementary students can learn ideas about NOS. The manuscript reviews research from the past two decades on what students of ages 5 to 12 understand about NOS after appropriate instruction. Research-based teaching strategies are then shared to provide methods for researchers, professional developers, and teachers to improve students’ NOS understandings. These strategies include embedding NOS into existing curricula, using classroom interactions, using visual representations, and using students’ written work.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: a critical review of the literature. International Journal of Science Education, 22, 665–701.

    Article  Google Scholar 

  • Akerson, V. L., & Abd-El-Khalick, F. S. (2005). “How should I know what scientists do—I am just a kid”: fourth grade students’ conceptions of Nature of Science. Journal of Elementary Science Education, 17, 1–11.

    Article  Google Scholar 

  • Akerson, V. L., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: what understandings can they attain? International Journal of Science Education, 32, 97–124.

    Article  Google Scholar 

  • Akerson, V. L., & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: the results of a three-year professional development program. Journal of Research in Science Teaching, 44, 653–680.

    Article  Google Scholar 

  • Akerson, V. L., & Volrich, M. (2006). Teaching nature of science explicitly in a first grade internship setting. Journal of Research in Science Teaching, 43, 377–394.

    Article  Google Scholar 

  • Akerson, V. L., Abd-El-Khalick, F. S., & Lederman, N. G. (2000). The influence of a reflective activity-based approach on elementary teachers’ conceptions of the nature of science. Journal of Research in Science Teaching, 37, 295–317.

    Article  Google Scholar 

  • Akerson, V. L., Townsend, J. S., Donnelly, L. A., Tira, P., & White, O. (2009). Scientific modeling for inquiring teachers network (SMIT’N): The influence on elementary teachers’ views of nature of science, inquiry, and modeling. Journal of Science Teacher Education, 20, 21–40.

    Article  Google Scholar 

  • Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. The Journal of Science Education and Technology, 20, 537–549.

    Article  Google Scholar 

  • Akerson, V. L., Nargund-Joshi, V., Weiland, I. S., Pongsanon, K., & Avsar, B. (2014). What third grade students of differing ability levels learn about nature of science after a year of instruction. International Journal of Science Education, 36, 244–276.

    Article  Google Scholar 

  • Allchin, D. (2014). From science studies to scientific literacy: a view from the classroom. Science & Education, 23, 1911–1932.

    Article  Google Scholar 

  • Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98, 461–486.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York: Oxford University Press.

    Google Scholar 

  • Bowen, M., & Roth, W.-M. (2005). Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching, 42, 1063–1088. Psychologist, 28(3), 235–251.

  • Carey, S. (1986). Cognitive science and science education. American Psychologist, 41(10), 1123–1130.

    Article  Google Scholar 

  • Carey, S., & Smith, C. (1993). On understanding the nature of scientific knowledge. Educational Psychologist, 28(3), 235–251.

    Article  Google Scholar 

  • Clough, M., & Olson, J. (2008). Teaching and assessing the nature of science: an introduction. Science & Education, 17, 143–145.

    Article  Google Scholar 

  • Conley, A., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.

    Article  Google Scholar 

  • Deng, F., Chen, D. T., Tsai, C. C., & Chai, C. S. (2011). Students’ view of the nature of science: a critical review of research. Science Education, 95(6), 961–999.

    Article  Google Scholar 

  • Duschl, R. A., & Grandy, R. (2013). Two views about explicitly teaching nature of science. Science & Education, 22, 2109–2139.

    Article  Google Scholar 

  • Flick, L. B. (1993). The meanings of hands-on science. Journal of Science Teacher Education, 4, 1–8.

    Article  Google Scholar 

  • Ford, M. J., & Forman, E. A. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30, 1–32.

    Article  Google Scholar 

  • Fouad, K. E., Masters, H., & Akerson, V. L. (2015). Using history of science to teach nature of science to elementary students. Science & Education, 24, 1103–1140.

    Article  Google Scholar 

  • Full Options Science System. (2017). Foss Third Edition Balance and Motion Complete Kit 1–2. Nashua: Delta Education.

    Google Scholar 

  • Harlen, W. (2015). Teaching Science for Understanding in Elementary and Middle Schools. Portsmouth: Heinemann.

    Google Scholar 

  • Henjes, L. M. (2007). The use of think-aloud strategies to solve word problems. Summative Projects for MA degree, 11, https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer, https://www.bing.com/&httpsredir=1&article=1014&context=mathmidsummative. Accessed 15 Sep 18.

  • Huang, C. M., Tsai, C. C., & Chang, C. Y. (2005). An investigation of Taiwanese early adolescents’ views about the nature of science. Adolescence, 40(159), 1–10.

    Google Scholar 

  • Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry oriented instruction on sixth-graders’ views of nature of science. Journal of Research in Science Teaching, 39, 551–578.

    Article  Google Scholar 

  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Mahwah: Erlbaum.

    Google Scholar 

  • Lederman, N., & Lederman, J. (2014). Research on teaching and learning Nature of Science. In Handbook of Research on Science Education, Volume II. Lederman, N., & Abell, S. (Eds.) pp. 600-621. New York, NY: Routledge

  • Metz, K. E. (1995). Reassessment of developmental constraints on children’s science instruction. Review of Educational Research, 65(2), 93–127.

    Article  Google Scholar 

  • Metz, K. E. (2004). Children’s understanding of scientific inquiry: their conceptualization of uncertainty I investigations of their own design. Cognition and Instruction, 22(2), 219–290.

    Article  Google Scholar 

  • Morrison, J. A. (2005). Using science notebooks to promote preservice teachers’ understanding of formative assessment. Issues in Teacher Education, 14, 5–21.

    Google Scholar 

  • National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.

    Google Scholar 

  • National Research Council. (2013). Monitoring progress toward successful K-12 STEM education: a nation advancing? Washington DC: The National Academies Press.

    Google Scholar 

  • NGSS Lead States. (2013). Next generation science standards: for states, by states. Washington, DC: The National Academies Press.

    Google Scholar 

  • Olson, J. K. (2018). The inclusion of nature of science in nine recent international science education standards documents. Science & Education, 27, 637–660.

    Article  Google Scholar 

  • Pallotta, J., & Masiello, R. (2002). The skull alphabet book. Watertown: Charlesbridge.

    Google Scholar 

  • Quigley, C., Pongsanon, K., & Akerson, V. L. (2010). “If we teach them, they can learn” Young students’ views of nature of science aspects during an informal science education program. Journal of Science Teacher Education, 21, 887–907.

    Article  Google Scholar 

  • Smith, M., & Siegel, H. (2004). Knowing, believing, and understanding: what goals for science education? Science & Education, 13, 553–582.

    Article  Google Scholar 

  • Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students’ epistemologies of science: the impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349–422.

    Article  Google Scholar 

  • Walls, L. (2012). Third grade African American students’ views of the nature of science. Journal of Research in Science Teaching, 49, 1–37.

    Article  Google Scholar 

  • Young, E. (1993). Seven blind mice. New York: Scholastic.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Indiana University, 201 North Rose Avenue, Bloomington, IN, 47405, USA

    Valarie L. Akerson

  2. Metropolitan State University of Denver, Denver, CO, USA

    Ingrid Carter

  3. IPST Thailand, Bangkok, Thailand

    Khemmawadee Pongsanon

  4. New Jersey City University, Jersey City, NJ, USA

    Vanashri Nargund-Joshi

Authors
  1. Valarie L. Akerson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ingrid Carter
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Khemmawadee Pongsanon
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Vanashri Nargund-Joshi
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Valarie L. Akerson.

Ethics declarations

Conflict of Interest

The authors state that they have no conflicts of interest.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix

Appendix

Fig. 1
figure 1

Sample of poster to be used with science lessons to introduce and debrief NOS aspects

Full size image

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Akerson, V.L., Carter, I., Pongsanon, K. et al. Teaching and Learning Nature of Science in Elementary Classrooms. Sci & Educ 28, 391–411 (2019). https://doi.org/10.1007/s11191-019-00045-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-019-00045-1

Keywords

Search

Navigation