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An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have almost exclusively been assessed using the Views of Nature of Science (VNOS) suite of instruments, which consists of open-ended questions. The purpose of this study was to investigate the utility of performing an Epistemic Network Analysis (ENA) from VNOS-B responses, using the group as the unit of analysis. Traditional scoring of the VNOS responses demonstrated that overall, participants shifted from emerging to more sophisticated views across all elements. An ENA provided a quick visualization of how participants connected NOS ideas. With regard to accuracy of participants' NOS understandings as a group, findings from traditional VNOS analysis and ENA converged on two main points, improvement of overall quality of knowledge and the identification of missing elements of NOS from responses. Some changes in participants' NOS understanding were identifiable in results from only the ENA. For example, prior to instruction, ENA showed three naive ideas about empiricism. After instruction, no naive statements remained in the responses about the empirical nature of science. ENA extends the traditional VNOS analysis by enabling the pinpointing of particular ideas that are meaningful to the group, indicating clusters of ideas that are related, and illustrating the way informed, transitional and naïve ideas intermingle.

To fully incorporate nature of science knowledge into classrooms, teachers must be both proficient in their own nature of science knowledge, but also skillful in translating their knowledge into a learning environment which assesses student knowledge. Twenty-eight inservice teachers enrolled in a graduate course which in part required a clinical interview. For the interview, teachers developed six increasingly difficult questions, interviewed a student, and analyzed the result. Findings show that while teachers needed scaffolding to write cognitively higher questions, they were, however, encouraged to shift their practice from asking questions that had one-word answers to engaging students in connecting knowledge.

The "cyberinfrastucture" is a broad informational network that entails connections to real-time data sensors as well as tools that permit visualization and other forms of analysis, and that facilitates access to vast scientific databases. This multifaceted network, already a major boon to scientific discovery, now shows exceptional promise in advancing educational goals, especially in fostering deep and authentic understanding in science and scientific practice. In this paper, we outline the key features of the cyberinfrastructure that make it far more than the latest technological innovation. In particular, we identify six cognitive affordances for education that are unique to the cyberinfrastructure and that, in combination, set it apart from its predecessors: (a) immediate original data, (b) distributed expert networks, (c) analytical and visualization tools, (d) instantaneous retrieval of source documents, (e) forums for public discourse, and (f) opportunities for metacognitive structuring of ill-defined problems. We conclude by drawing implications for students' engagement in science, building a new cadre of science, technology, education, and mathematics (STEM) professionals, and preparing of a scientifically literate citizenry for a world in which many key social issues are comprehended only through a scientific lens.

There is substantial research in science education about students', teachers', and scientists' views of nature of science (NOS). Many studies have used NOS frameworks that focus on particular ideas such as tentativeness of scientific knowledge and cultural embeddedness of science. In this paper, we investigate NOS from the perspective of the Family Resemblance Approach (FRA) which considers clusters of ideas about science in terms of categories that offer a comprehensive analytical lens to studying NOS views. The empirical study re-analyzes NOS views obtained from 7 and 8th grade students, science teachers, and scientists using the FRA lens. Statements from all three groups were obtained using a free-write questionnaire on nature of knowledge and nature of knowing. The statements were reclassified using the FRA framework. Epistemic network analysis (ENA) was applied to the statements produced by each group of participants, and the resulting network models were interpreted and compared. The results show that student and teacher network models possessed no central idea, and more tangible ideas about science were frequently connected. Scientist network models showed more connections across their statements which indicate a higher degree of agreement and coherence among a variety of ideas compared to student and teacher network models. The paper discusses the findings as well as the methodological contributions, and concludes with implications for future research. [ABSTRACT FROM AUTHOR]

In an effort to deepen learning in K-12 science classrooms, there has been a national movement to integrate computational thinking (CT). The purpose of this phenomenographic study was to understand teachers' perceptions of the function and usefulness of a task analysis and a decision tree tool designed to help them with integration. Teachers participated in a long-term professional development to improve their knowledge and application of CT and then developed lesson plans integrating CT into science investigations. To assist in the integration, teachers used the two unique tools. No one lesson plan or content area addressed all of the CT practices, but all CT practices were addressed in lessons across all four science areas. All 19 teachers found that the task analysis tool helped them to shift their lessons to a student-centered focus and helped them pinpoint data practices so they could systematically integrate CT practices. However, they expressed confusion over the amount of detail to document on the tool. Similarly, teachers found both benefits and barriers to the decision tree tool. Teachers found the decision tree tool to be useful in predicting the ways students may misunderstand a data practice and in reflecting on the level of accomplishment of students. However, teachers were sometimes uncertain with how to efficiently document complex student behaviors when engaged with data practices and CT. Implications for the use of the two lesson planning tools is discussed. [ABSTRACT FROM AUTHOR]

In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three teacher cases pre to post a nature of science graduate course to explore the potential of an innovative analytic approach that focuses on the connections individual learners make among NOS aspects, using individual epistemic network analysis (iENA). Participants' pre- and post-course Views of Nature of Science (VNOS) responses were analyzed using both traditional ratings of individual aspects as naïve, transitional, or informed. Then, the responses were coded for NOS connections, which were then modeled using iENA. Compared to traditional VNOS ratings of separate NOS aspects, iENA-based network models added association levels and clustering of NOS aspects. This clarified differences among the participants. Participants' post-course models showed more and more highly associated NOS aspects and increased clustering of NOS aspects, indicating more in-depth and integrated understandings. Additional improvements were recognized beyond those identified through traditional VNOS analysis for one participant who began the course with mostly informed understandings. Consideration of connections may be crucial to guide more effective interventions. [ABSTRACT FROM AUTHOR]

Informed by the possibilities that including a focus on the nature and history of science in science curricula fosters relevancy and increases motivation for students to learn science, this study used a conceptual framework of historical thinking to investigate the representation of the nature and history of science in 17 high school science textbooks. Findings revealed that the textbooks under study rarely explicated the nature of science and included inconstant descriptions of scientific inquiry. Additionally, these resources lacked focus on the progression of scientific ideas. We also noted significant emphasis on national origins of scientists. This, however, was often presented acontextually and resulted in few opportunities for students to learn about connections between scientists, collaborators and communities. Implications of this study include how textbook resources may hold the potential to help students see the relevance of science to their everyday lives, recognize the process of "doing" science and perhaps see themselves as closer to the real work of scientists. To capture that potential, however, concerted efforts are required to emphasize the nature and history of science in textbook resources. [ABSTRACT FROM AUTHOR]

The purpose of the study was to examine what scientists studying to become teachers know about the nature of science (NOS) before, during and after a course focused on NOS. The 16 scientists had an average of 9.7 years of work experience. The course was structured to teach knowledge about the aspects of NOS, demonstrate effective methods of teaching NOS, provide examples of successful attempts at meaningfully incorporating NOS into science content, and give students an opportunity to design and teach their own lessons incorporating NOS. Data sources collected include a prepost test of Views of Science and Education, electronic discussion postings, written class assignment of a clinical interview with an adolescent about NOS, video recordings of teaching, and individual interviews conducted three months after the course. Quantitative and qualitative data indicate that the scientists entered the course with much knowledge regarding the tentativeness of science and the nature of observations. There were significant gains in sophistication of view of NOS with regard to the following aspects of NOS: (a) knowing that variety of scientific methods exist, (b) the role of theories and laws, (c) the use of imagination, and (d) the role of subjectivity and objectivity in science. [ABSTRACT FROM AUTHOR]

The author comments on the effectiveness of STEM (science, technology, engineering, and mathematics) education in the U.S. and also the goal of K-12 education. The goal of K-12 education is to prepare students for academic achievement based on content knowledge. A goal of K-12 education has also been integrated into K-12 education.