"Hey, It's Just Not My Thing": Exploring Nature of Science Learning With Diverse, Urban Students

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-20 - Exploring the Nature of Science: Student Understanding and Teachers' Practices

Abstract

Research points to using an explicit, reflective approach to teach the nature of science (NOS). This year long, comparative case study explored NOS learning of four diverse biology students with a highly qualified, African American teacher, investigating: Does an explicit, reflective approach support the NOS learning of working class students in a high needs high school? What personal factors shape students’ learning about NOS in this setting? Modest gains in NOS understanding indicated that this approach can be productive. Yet a lack of student readiness to learn, packaging of NOS in short-term activities, and lack of authentic engagement in science experiences highlight the need to frame science in ways that will better support underrepresented students’ proficiency and interest in science.

Authors

• Margaret R. Blanchard, North Carolina State University

• Meredith Weaver Kier, College of William & Mary

• Karen Rose

• Sherry A. Southerland, Florida State University