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- W2141171264 abstract "There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993 Benchmarks for science literacy1993New YorkOxford University Press [Google Scholar]; NRC, National Academy Press, Washington, DC, 1996 National science education standards1996Washington, DCNational Academy Press [Google Scholar]; NSTA, NSTA position statement: The nature of science, www.nsta.org/159#x00026;psid=22, 2000 National Science Teachers Association. (2000). NSTA position statement: The nature of science. Retrieved March 18, 2003, from www.nsta.org/159#x00026;psid=22. [Google Scholar]). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006 AkersonVVolrichMTeaching nature of science explicitly in a first-grade internship settingJournal of Research and Science Teaching20064337739410.1002/tea.20132[Crossref], [Web of Science ®] , [Google Scholar]). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in their understanding of the tentative nature of science and the roles of observation in scientific work, although there was still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these specific topics and the role explicit reflective practice can play in identifying the particular problems students have in distinguishing these constructs." @default.
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- W2141171264 date "2011-03-15" @default.
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- W2141171264 title "If We Teach Them, They Can Learn: Young Students Views of Nature of Science During an Informal Science Education Program" @default.
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- W2141171264 doi "https://doi.org/10.1007/s10972-010-9201-4" @default.
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