Previous research has shown that in prehigher education stages, inquiry-based teaching is not sufficient for forming a mature understanding of the nature of science (NOS). However, there is relatively little research conducted on colleges. Inquiry-based teaching should not overlook cognitive frameworks, as students' limited scientific reasoning…

This study examined pre-service primary teachers' (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative…

The study explored the impact of peer critiquing on preservice teachers' understanding of the nature of science, scientific inquiry, and argumentation in an undergraduate science content course. The aim was to investigate innovative teaching strategies that enhance preservice teachers' comprehension of these key aspects. This study showcased…

Nature of Scientific Knowledge (NOSK) and Nature of Scientific Inquiry (NOSI) are important components of scientific literacy and important educational objectives in science education. Recent literature theorizes that understanding both NOSK and NOSI increases students' understanding of science content knowledge. However, this assumption has yet…

An important goal of science education is for students to understand the nature of science. Science education has raised the question of what science is, how scientific knowledge is developed and how people participate in this process under the conceptual umbrella of 'nature of science' (NOS). This study aims to look at the effectiveness of the…

We have argued that science in general, and scientific inquiry in particular, is a human activity and that current models to describe science (either as Scientific Method or as a Body of Knowledge) tend to underestimate the significance of human beings in the phenomenon. Our earlier paper (Bevins & Price, 2016) suggests a model to correct this…

The aim of the study was to determine the correlations between preservice science teachers' beliefs about the nature of science and their scientific inquiry and communication skills. The study group of the research was composed of 329 pre-service science teachers who are studying at Aydin Adnan Menderes and Mugla Universities of Turkey during the…

Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty-two…

The main purpose of this study is to explore the epistemological problems underlying pre-service chemistry teachers' aims in using practical work, "i.e.," individual or small group object manipulation or observation, in school science. Twenty-two pre-service chemistry teachers participated in this study. Qualitative data collection tools…

The convenience sample used in the study reported on here consisted of 91 students enrolled in the primary and middle school Postgraduate Certificate in Education course for 2 consecutive years at a South African university. We used the Student Understanding of Science and Science Inquiry instrument to answer questions about these students'…

This study focused on exploring and evaluating students' views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of…

Science curriculum and pedagogy offer ideal avenues for teaching young people the critical thinking skills they need to live in a post-truth world. Drawing on the theory of epistemic cognition, we present a selection of research-based pedagogies that have been shown to be effective in developing school students' understanding of knowledge and how…

Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the "ScieNo"-framework includes…

Action research was conducted in two sections of a scientific inquiry class in a Midwestern U.S. university to identify the types of questions that students ask for their investigations, identify emerging patterns regarding students' questioning, and determine students' ability to transfer their nature of science (NOS) understanding to a new…

The purpose of this study was to explore grade eight students' views in terms of different scientific reasoning progress levels. To explore students' views, phenomenographic study was used. The qualitative analysis of students' interviews elicited three major themes of students' views about scientific reasoning progress levels: naïve, mixed, and…