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The article emphasizes the critical role of teaching Nature of Science (NOS) to children, aligning with the Next Generation Science Standards (NGSS). It underscores the significance of explicit and thoughtful instruction on NOS, connecting it to the work of scientists. The author argues that teaching NOS to young children is not only appropriate but also more effective at that age. The article recommends integrating NOS into lessons, incorporating hands-on activities, and making it a consistent theme throughout the school year. Illustrative examples like the Mystery Tube and Fish activities demonstrate how to engage students in observations, inferences, and evidence-based models, incorporating various subjects. The article encourages educators to use similar approaches, integrate literature, and foster discussions about diverse perspectives in science. Assessment methods like the Young Children’s Views About Science can gauge students' understanding. Ultimately, the article underscores the early and clear teaching of NOS to cultivate scientific literacy in students.
Constructivism is a learning theory that focuses on how learners actively build their own understanding. Instead of merely receiving information, learners engage in reflection, create mental representations, and integrate new knowledge into their existing understanding. This approach emphasizes that learning is an active process, contrasting with the passive view of learners as 'empty vessels' waiting to be filled with knowledge. John Dewey and Vygotsky highlight the social aspect of learning, emphasizing the importance of real-life contexts, emotional experiences, and interactions with others in the learning process. Constructivism recognizes that each learner has a unique perspective, and the theory is categorized into cognitive constructivism (Jean Piaget), social constructivism (Lev Vygotsky), and radical constructivism (Ernst von Glasersfeld). In practice, constructivist teaching encourages students to think for themselves, with teachers serving as facilitators of learning in collaborative problem-solving environments.
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