Reconstructing the creature—developing understandings of NOS through inquiry and reflection

Abstract

This case study explores how inquiry and reflection can contribute to learners' and teachers' understandings of the nature of science (NOS). The teachers presented a series of lessons aimed to show that in science there are alternatives to experimental investigations, that interpreting data and drawing conclusions require creativity and imagination, and that there can be several acceptable answers to a scientific question. Learners constructed and described an unknown animal based on pictures of its bones, then reflected on the characteristics of their knowledge in comparison with scientific knowledge. The teachers, who had not received explicit training on teaching of NOS, worked mostly from written materials. Data were obtained from nine teachers in a professional development programme. Impact and feasibility of the lessons are described using pre-post questionnaire responses of 79 learners, the products of their inquiry, researcher's field-notes on pilot lessons and teachers' written journals. Teachers taught the targeted views of NOS successfully, in the intended way, on the basis of the teaching materials. Teachers reported some problems with anxiety and language but managed to overcome these. Their views of NOS were adequate for teaching the lessons. Learners engaged in inquiry and reflection, leading, broadly, to the intended conclusions. Their prior understandings of NOS were coherent and sensible, though not entirely in agreement with contemporary views. After the lessons, they had improved in expressing themselves on NOS and achieved modest gains in terms of developing contemporary views of NOS.