R. Schwartz, Norman G. Lederman, B. Crawford
Jul 1, 2004
Citations
39
Influential Citations
836
Citations
Quality indicators
Journal
Science Education
Abstract
Reform efforts emphasize teaching science to promote contemporary views of the nature of science (NOS) and scientific inquiry. Within the framework of situated cognition, the assertion is that engagement in inquiry activities similar to those of sci- entists provides a learning context conducive to developing knowledge about the meth- ods and activities through which science progresses, and, in turn, to developing desired views of NOS. The inclusion of a scientific inquiry context to teach about NOS has in- tuitive appeal. Yet, whether the learners are students, teachers, or scientists, the empirical research does not generally support the claim that engaging in scientific inquiry alone enhances conceptions of NOS. We studied developments in NOS conceptions during a