Despite numerous attempts, including the major curricular reform efforts of the 1960s to improve students’ understandings about the scientific endeavor, students have consistently been shown to possess inadequate understandings of several aspects of the nature of science (NOS). This article defines NOS and describes how almost any science activity can be modified to explicity teach some aspect of NOS. A sample activity is included.
Details
Type Journal ArticlePub Date 11/1/2004Stock # tst04_071_09_36Volume 071Issue 09