caa a22 4500 445320095 CHVBK 20180317142701.0 cr unu---uuuuu 170323e20110301xx s 000 0 eng 10.1007/s10972-010-9201-4 doi (NATIONALLICENCE)springer-10.1007/s10972-010-9201-4 If We Teach Them, They Can Learn: Young Students Views of Nature of Science During an Informal Science Education Program [Elektronische Daten] [Cassie Quigley, Khemmawadee Pongsanon, Valarie Akerson] There have been substantial reform efforts in science education to improve students' understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, www.nsta.org/159&psid=22, 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377-394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students' understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs. The Association for Science Teacher Education, USA, 2010 Elementary education nationallicence Science nationallicence Nature of science nationallicence Explicit-reflective instruction nationallicence V-NOS nationallicence Quigley Cassie Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut Pongsanon Khemmawadee Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut Akerson Valarie Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut Journal of Science Teacher Education Springer Netherlands 22/2(2011-03-01), 129-149 1046-560X 22:2<129 2011 22 10972 https://doi.org/10.1007/s10972-010-9201-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10972-010-9201-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Quigley Cassie Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut NATIONALLICENCE 700 1- Pongsanon Khemmawadee Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut NATIONALLICENCE 700 1- Akerson Valarie Curriculum and Instruction, Science Education, Indiana University, 201 North Rose Avenue, Bloomington, IN, USA aut NATIONALLICENCE 773 0- Journal of Science Teacher Education Springer Netherlands 22/2(2011-03-01), 129-149 1046-560X 22:2<129 2011 22 10972 Metadata rights reserved Springer special CC-BY-NC licence nationallicence SWISSBIB 445320095 BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer