Learning the 'Grammar of Science': The Influence of a Physical Science Content Course on K-8 Teachers' Understanding of the Nature of Science and Inquiry

Abstract

The “nature of science” (NOS) typically refers to understanding science as a way of knowing or the values and assumptions inherent in the construction of scientific knowledge (Lederman, 1992). Science education in the U.S. has emphasized understanding NOS most recently as a critical component of scientific literacy within national reform documents including Science for All Americans (AAAS, 1990), Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996). Despite these emphases, however, Lederman's (1992) review of the research and studies since (e.g., Akerson, Abd-El-Khalick & Lederman, 2000; Bianchini & Colburn, 2000; Schwartz & Lederman, 2002) reveal that teachers generally do not possess informed views of NOS and inquiry. This study examined efforts to improve practicing K-8 teachers' understandings of NOS in the context of a science content course.