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Strategies for Learning Nature of Science Knowledge: A Perspective from Educational Psychology

  • Erin E. Peters-BurtonEmail author
Chapter
Part of the Science: Philosophy, History and Education book series (SPHE)

Abstract

Learning about the nature of science is a crucial part of being a scientifically literate citizen in the modern age. This paper examines parallels between nature of science instruction and the processes explained by self-regulated learning theory, with a particular emphasis on the extension of effective strategies for learners which can be enhanced by the use of self-regulated learning cycles in classrooms. Explicit and reflective approaches to teaching the nature of science are examined and analyzed in terms of self-regulated learning theory, demonstrating learning processes that are addressed and those that are ignored by current explicit and reflective approaches. Results from emerging research on the use of self-regulated learning to teach nature of science knowledge, inquiry, and science practices are discussed.

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© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.College of EducationGeorge Mason UniversityFairfaxUSA

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