Khemmawadee Pongsanon

• Institute for the Promotion of Teaching Science and Technology

Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to aid researchers, professional developers, and teachers in noting that not only is it important and possible to teach NOS at the elementary levels, but also that elementary student...

In this mixed methods study, the researchers developed a video-based measure called a ?Prediction Assessment? to determine preservice elementary teachers' abilities to predict students' scientific reasoning. The instrument is based on teachers' need to develop pedagogical content knowledge for teaching science. Developing a knowledge base for aidin...

The purpose of this study was to explore how participation in iterative cycles of a modified model of lesson study could potentially provide preservice teachers opportunities to develop the ability to notice students' science thinking. Using a case study approach, we examined how six preservice teachers illustrated aspects of professional noticing...

This study explored a modified version of Japanese Lesson Study to determine whether and how it influenced preservice elementary teachers in their abilities to deliver science lessons that included nature of science (NOS) to their own students. We used a case study approach that focused on one subset of a cohort of preservice elementary teachers wi...

We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the teaching of science through the consistent teaching and l...

As a former elementary science teacher, Valarie wanted to return to a third grade classroom as a teacher to learn how to integrate nature of science (NOS) concepts into the science program for children at a “failing” school. With some success in her endeavor, she now is able to teach other teachers successful ways to integrate NOS into elementary c...

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?’ Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of re...

International Journal of Science Education Publication details, including instructions for authors and subscription information:page/terms-and-conditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distr...

This study explores how elementary teachers and students use hedges (tentative words such as maybe) and boosters (expressions of certainty such as clearly and obviously) during science inquiry discussions. Drawing upon semiotic theory, we examine explicit thematic patterns (semantic meaning relations among science concepts) as well as hidden social...

This research explored a program designed to serve K-6 teachers in sustained professional development to improve their understandings of nature of science (NOS) and scientific modeling. Data sources included pre- and post-views of nature of science version-B (VNOS-B) surveys and interviews (Lederman, Abd-El-Khalick, Bell, & Schwartz, Journal of Res...

There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (American Association for the Advancement of Science in Benchmarks for science literacy, Oxford University Press, New York, 1993; National Resear...

There have been substantial reform efforts in science education to improve students’ understandings of science and its processes and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA po...

We provide a research-based model and teaching strategies for teaching nature of science (NOS) to young children (ages 5 to 9). The model describes an iterative teaching cycle that builds from the concrete to the abstract. The authors describe how to embed NOS teaching into existing curricula that do not already include NOS. The authors provide exa...