Continuum: Selecting Inquiry-Based Experiences to Promote a Deeper Understanding of the Nature of Science

Authors

Matthew D. Bannerman, Clarke High School, OsceolaFollow

Document Type

Article

Abstract

Whether explicitly or implicitly, science teachers constantly convey an image of the nature of science (NOS) in their classrooms. The actions of the teacher, how the class is run, and the instructional patterns all convey an image of what authentic science is like. As such, significant attention to inquiry-based instructional practices is required to accurately portray the NOS. However, even teaching through inquiry, while necessary, is insufficient for NOS understanding. This article presents four factors that teachers should consider when teaching the NOS. This article addresses National Science Education Content Standards A and G, and Iowa Teaching Standards 3, 4, and 5.

Publication Date

Spring 2008

Journal Title

Iowa Science Teachers Journal

Volume

35

Issue

2

First Page

10

Last Page

14

Copyright

© Copyright 2008 by the Iowa Academy of Science

Language

en

File Format

application/pdf

Recommended Citation

Bannerman, Matthew D. (2008) "Continuum: Selecting Inquiry-Based Experiences to Promote a Deeper Understanding of the Nature of Science," Iowa Science Teachers Journal: Vol. 35: No. 2, Article 4.
Available at: https://scholarworks.uni.edu/istj/vol35/iss2/4