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…

Creating scientifically literate students is a common goal among educational stakeholders. An understanding of nature of science is an important component of scientific literacy in K-12 science education. Q methodology was used to investigate the opinions of preservice and in-service teachers on how they intend to teach or currently teach science.…

This paper discusses one step from the scientific method--that of identifying independent and dependent variables--from both scientific and mathematical perspectives. It begins by analyzing an episode from a middle school mathematics classroom that illustrates the need for students and teachers alike to develop a robust understanding of…

In this study, we examined 10 expert and 10 novice teachers' noticing of classroom events in China. It was found that both expert and novice teachers, who were selected from two cities in China, highly attended to developing students' mathematics knowledge coherently and developing students' mathematical thinking and ability; they also paid…

Science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement of the 2000s. We argue that this focus has moved the field away from important philosophical…

This mixed methods study offers a theoretically grounded description of a field-based science methods course within a Professional Development School (PDS) model (i.e., PDS-based course). The preservice teachers' (n = 21) experiences within the PDS-based course prompted significant changes in their personal teaching efficacy, with the…

The purpose of the present explanatory mixed-method design is to examine the effectiveness of a developmental intervention, Embedded Metacognitive Prompts based on Nature of Science (EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-three (N = 83) eighth-grade students from four classrooms were…

A mature science represents a structure of three distinct but related parts: fundamental principles, derived inferences, and observed facts. The meaning of each of these for science activity is discussed and illustrated by Galileo's work. (MNS)

Presents important principles and issues related to postpositivism including logic of confirmation and logic of falsification. Discusses possible applications in science education. Lists 23 references. (YP)

Describes various philosophical positions on the teaching of the scientific method in the middle years of the 20th century by examining articles published in this journal. Concludes that there is still no agreement on a definition of the scientific method or the best way to teach it. (MM)

The need for a mathematics program that "emphasizes the humanness of its young clients" is discussed. Early experiences in mathematics are suggested. (MK)

The article discusses observing and quantifying as basic skills, presents a model for dealing with problems, and suggests seven activities which range from kindergarten to twelfth-grade level. (MK)

Describes an investigation of leaf relations including leaf perimeter and area using pink oak and red maple. Provides some instructional guides with typical data and graphs. (YP)

This article suggests the use of the circuit box to illustrate the processes involved in the scientific method. Construction and wiring diagrams and a materials list are presented. (BB)