Improving Nature of Science Instruction in Elementary Classes with Modified Science Trade Books and Educative Curriculum Materials

Autor/inn/en	Brunner, Jeanne L.; Abd-El-Khalick, Fouad
Titel	Improving Nature of Science Instruction in Elementary Classes with Modified Science Trade Books and Educative Curriculum Materials
Quelle	In: Journal of Research in Science Teaching, 57 (2020) 2, S.154-183 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunner, Jeanne L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21588
Schlagwörter	Scientific Principles; Elementary School Students; Science Instruction; Audio Equipment; Teacher Attitudes; Attitude Change; Oral Reading; Teaching Methods; Learning Processes; Intervention; Science Curriculum; Books + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Audio-CD; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Book; Buch; Monographie; Monografie
Abstract	This study investigated the effect of including explicit nature of science (NOS) content in read-alouds of elementary science trade books on the teaching and learning of NOS. We focused on three aspects of NOS: the creative, the empirical, and the inferential NOS. The trade books were read aloud by teachers in three hierarchical levels: Level I served as a control and consisted of a trade book that remained unmodified, Level II consisted of a trade book that had been modified to include explicit references to NOS, and Level III consisted of a modified trade book accompanied by educative curriculum materials that were aimed at improving the teachers' views of NOS as well as supporting teaching about NOS. We used the Views of Nature of Science Questionnaire-form CE (VNOS-CE) preintervention and postintervention to determine changes in teachers' views of NOS and interviews preintervention and postintervention to determine changes in students' views. Audio recordings of read-alouds were used to determine changes in teaching practice, including the frequency and the quality (i.e., naïve or informed) of the NOS references in the discussions. Interviews were used to determine teachers' perceptions of the modified trade books and educative curriculum materials. We found that both teachers and students developed more informed views of the targeted NOS aspects after the intervention and that teachers addressed NOS more often, and in a more informed manner, when they had trade books that explicitly supported NOS instruction and educative curriculum materials that supported their learning about NOS. Furthermore, they perceived the intervention materials favorably. Teachers' views and practices were able to change in tandem because of the intervention materials that supported explicit NOS instruction. We highlight the need for more widespread development of similar educative curriculum materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01