Beyond a Dichotomy for Nature of Science Instruction: Outcomes of Science Content Context Continuum

• In Event: Roundtable Session 55
  In Roundtable Session: Science Across Contexts and Curricula: What Do We Know?

Abstract

This case study examined outcomes associated with NOS instruction with varied degrees of science content as context on the development of 70 secondary preservice science teachers’ conceptions, plans and rationales to teach NOS. The present investigation seeks to make a contribution by presenting a clear description of NOS instruction along a science content context continuum and exploring NOS associated NOS outcomes through qualitative and quantitative analyses for a large sample of teachers.

Authors

• Bridget K. Mulvey, Kent State University- Kent

• Jennifer L. Maeng, University of Virginia

• Randy L. Bell, Oregon State University