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Exploring the development of nature of science views and personal epistemologies of upper elementary and middle school students.

机译：探索中小学高中生科学观和个人认识论的发展。

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This study explored the impact of an intervention program designed to enhance upper elementary and middle school students' nature of science (NOS) views: empirical NOS, tentative NOS, imagination and creativity, social and cultural embeddeness and subjectivity, and the distinction between observation and inference, along with their personal epistemological beliefs under four-dimension epistemic belief scales: source of knowledge, certainty of knowledge, developments of knowledge, and justification of knowledge. The intervention was implemented through a combination of explicit-reflective decontextualized (content-free) NOS lessons and contextualized (within content) inquiry-based science activities.;The analysis of the NOS survey in conjunction with the transcripts of individual interviews, personal epistemology survey, and the video-recordings of the classroom activities revealed that after participating in the intervention young students made substantial gains in their views of some target NOS aspects: specifically observation versus inference and tentative NOS and that even young students were able to make significant progress in developing more sophisticated epistemological beliefs through explicit-reflective instructional approach. Although, there was not a strong relationship found between students' NOS views and personal epistemologies, many students slightly improved their personal epistemologies toward more sophisticated in parallel to the development of their NOS views.;The above findings in young students' NOS views and personal epistemologies are taken as evidence of the effectiveness of an explicit/reflective NOS instruction. To improve young students' NOS views and personal epistemologies, the analyses of the classroom videos and NOS and epistemic surveys suggested that (1) duration of intervention should be longer, (2) teachers should intentionally plan to teach NOS within inquiry lessons, (3) teachers should be provided continued support in their NOS teaching, (4) teachers should also plan interesting activities and demonstrations to engage young students' minds to the NOS concepts during contextualized inquiry lessons, and (5) epistemic beliefs should also be explicitly targeted as well.
机译：这项研究探讨了旨在增强中小学高中生对科学的本质（NOS）观点的干预计划的影响：经验性NOS，试验性NOS，想象力和创造力，社会和文化的包容性和主观性以及观察力和观察力之间的区别推理以及他们在四个维度的认知信念量表下的个人认识论信念：知识的来源，知识的确定性，知识的发展和知识的合理性。干预是通过将显性反射去语境化（无内容）NOS课程和基于语境化（内容内）的基于询问的科学活动相结合来实施的；对NOS调查的分析与个人访谈记录，个人认识论调查相结合以及课堂活动的录像带显示，参加干预后，年轻学生对NOS目标方面的看法有了实质性的收获：特别是观察，推理和试探性NOS，甚至年轻学生也能够在学习方面取得重大进展。通过显性反思性教学方法发展更复杂的认识论信念。尽管在学生的NOS观点和个人认识论之间没有发现很强的关系，但是许多学生在发展他们的NOS观点的同时，略微改善了他们的个人认识论，使其更加复杂。认识论被视为明确/反思性NOS指令有效性的证据。为了提高青年学生对NOS的看法和个人认识论，对课堂视频，NOS和认知调查的分析表明：（1）干预时间应更长;（2）教师应有计划地在探究课中教授NOS;（3 ）应继续向教师提供NOS教学方面的支持;（4）老师还应计划进行有趣的活动和示范，以在情境化的探究课上让年轻学生的思想融入NOS概念;（5）认知信念也应明确定位为好。

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