Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two…

The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the "Meta-CIC" model,…

Proposes that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science as well as student learning included in the design and implementation of inquiry-based curriculum. Suggests that particular attention be paid to research on inquiry in diverse classrooms and to modes of inquiry-based…

Reports an investigation of the epistomologic foundations of Gagne's conception of science processes. Results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. Implications for science education are considered. (Author/JN)

Naturalistic and experimental inquiry methods in educational research and evaluation are described and compared, using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Suggests that investigators consider both paradigms in planning research and evaluation studies.…

Discusses the gender differences revealed on the science content items of the National Assessment of Educational Progress Science Assessment. Examines explanations for the differences, including differential prior instruction, differential response to uncertainty, differential response to figurally presented items, and different attitudes toward…