Abstract
The present study aims to design an instruction that engages nature of science (NOS) and nature of scientific inquiry (NOSI) learning objectives with the teaching and learning of important historical experiments taught around the world and presented in most biology textbooks such as those by Griffith and by Avery, MacLeod, and McCarty. The design process involves decisions about which NOS and NOSI aspects to teach and decisions about how to teach. With respect to the latter decisions, our preference is an explicit/reflective perspective used in an overarching inquiry-based science teaching and history of science instructional context. The proposed course is going to provide high school students meaningful and practical inquiry-based experiences through the use of simulated experiments and would help their teachers (a) illuminate several procedural aspects of the taught experiments (b) internalize the importance of teaching NOS and NOSI aspects (c) acquire an integrative understanding of the process of scientific inquiry and the product of that inquiry, namely scientific knowledge, and (d) portray science less as a body of knowledge and more as a creative process involving human and non-human actors. The potential benefits of our proposed instruction for learners’ scientific literacy are also discussed.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INTERDISCIP J ENV SCI ED, Volume 20, Issue 4, 2024, Article No: e2421
https://doi.org/10.29333/ijese/15522
Publication date: 24 Oct 2024
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