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.
Iowa Science Teachers Journal
© Copyright 2008 by the Iowa Academy of Science
Bannerman, Matthew D.
"Continuum: Selecting Inquiry-Based Experiences to Promote a Deeper Understanding of the Nature of Science,"
Iowa Science Teachers Journal: Vol. 35
, Article 4.
Available at: https://scholarworks.uni.edu/istj/vol35/iss2/4