Does knowledge about nature of Science facilitate conceptual understanding? A proposal of instructional intervention

Abstract

Understanding nature of science (NOS) has been advocated as a central aim in science education because it facilitates science content learning. However, little evidence has been provided that supports this argument. This study is to explore if conceptual understanding of physics (mechanics) could be enhanced with an instructional intervention integrated with NOS ideas, and to test the integrative theory informing the intervention design to explain its mechanisms. The intervention consists of three components: (1) class preparation, (2) class instruction and (3) assignment. Class preparation is to help review previous learning and preview forthcoming lessons. Class instruction was designed based upon coordination between literature on studies of science (e.g., philosophy of science) and conceptual change in science education that informs processes students are intended to undergo and pedagogical elements each topic module would have. Students begin with constructing initial ideas about particular phenomena to explicate their prior knowledge. Then, they are guided to critically analyze and examine these ideas in terms of fit with empirical evidence, alignment in tool use for observation and measurement with science practice, consistency in defining concepts, and compatibility with existing knowledge. This contributes not only to bring about conceptual conflict, but to introduce a set of criteria for evaluating an idea as scientific or not, including structural and empirical nature of science knowledge. Next, guided by clarification of tentativeness of science explaining the necessity and benefit of idea revision, students are intended to develop science knowledge by modifying their initial ideas. Hereafter, the knowledge is evaluated against the criteria introduced previously. Finally, they are required to review how their knowledge develops and compare science knowledge with the initial ideas, in order to help understand why the former is superior to the latter. Class instruction would last for 15 lessons (40 minutes each) over a 4-week period. Assignment includes journal writing and practice to help reflect learning process and consolidate conceptual understanding. All the above content is contained in a student workbook. This study is expected to shed light on the construction of a subject matter-specific curricular model of NOS in secondary science education.