The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science |
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| Authors: | Valarie L Akerson Deborah L Hanson and Theresa A Cullen |
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| Institution: | (1) School of Education, Indiana University, 201 North Rose Avenue, Bloomington, IN 47405, USA;(2) School of Education, Hanover College, Hanover, IN 47243, USA;(3) Department of Educational Psychology, University of Oklahoma, Norman, OK 73019, USA |
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| Abstract: | This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers’ views of nature of
science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked
the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers
participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views
of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with
physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute
Implications for providing professional development combining inquiry and NOS instruction are made. |
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| Keywords: | Nature of science Inquiry Professional development Science Physics Elementary |
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