Developing Nature of Science Ideas and Orientations at the Graduate Level: Better Late Than Never

Authors

DOI:

https://doi.org/10.46328/ijonse.82

Keywords:

Graduate education, Nature of science, Professional development

Abstract

This paper describes the improved science conceptions and orientations for teaching about Nature of Science that resulted in a group of doctoral students who took a Nature of Science graduate course. This paper was a result of a panel discussion at the 2021 International Conference on Social and Education Sciences (IConSES) in Chicago, IL. The format took a reflective view on the past course, and how the doctoral students made changes in their ideas about NOS and their teaching practices. Reflections were made across themes that included Early ideas about NOS, our orientations to teaching about NOS, the world outside our window, and teaching NOS, and teaching NOS, past, present and future. Recommendations are made for beginning NOS instruction as early as kindergarten and embedding it in science content throughout all science education, making it a part of instruction similar to how scientific practices are similar to instruction.

Author Biographies

Jessica McClain, Indiana University

Science Education,Graduate Student 

Claire Cesljarev, Indiana University

Science Education,Graduate Student

Qiu Zhong, Indiana University

Science Education, Graduate Student

Shukufe Rahman, Indiana University

Science Education, Graduate Student

Conghui Liu, Indiana University

Science Education, Graduate Student

Andrea Phillips, Indiana University

Science Education, Graduate Student

Tulana Ariyaratne, Indiana University

Science Education, Graduate Student

Valarie L. Akerson, Indiana University

Professor, Science Education

References

McClain, J., Cesljarev, C., Zhong, Q., Rahman, S., Liu, C., Phillips, A., Ariyaratne, T., & Akerson, V. L. (2022). Developing nature of science ideas and orientations at the graduate level: Better late than never. International Journal on Studies in Education (IJonSE), 4(2), 155-170. https://doi.org/10.46328/ijonse.82

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Published

2022-04-15

Issue

Vol. 4 No. 2 (2022)

Section

Articles

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