Comparing Classroom Inquiry and Sociological Account of Science as a Means of Explicit-Reflective Learning of NOS/SI

Abstract

Research has shown the importance of an explicit-reflective approach to improving individuals' understanding of nature of science and scientific inquiry. What has been less explored is a variety of ways for carrying out an explicit-reflective approach. The purpose of this paper is to share a particular strategy. At the heart of the approach was the comparison of an in-class inquiry based activity and a reading of a sociological account of scientific work. Following this exposure, participants are able to generate a number of key aspects of NOS/SI. Additional suggestions, as well as misconceptions, are able to be used as the starting point for further class discussion. The activity has been utilized in preservice methods courses and inservice professional development programs for teachers at all levels, as well as classes for non-teacher education students.