Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry

Reform efforts emphasize teaching science to promote contemporary views of the nature of science (NOS) and scientific inquiry. Within the framework of situated cognition, the assertion is that engagement in inquiry activities similar to those of scientists provides a learning context conducive to developing knowledge about the methods and activities through which science progresses, and, in turn, to developing desired views of NOS. The inclusion...