Development of Third Graders' Identities as "Persons Who Understand Nature of Science" through a Gravity Unit

Autor/inn/en	Akerson, Valarie L.; Elcan Kaynak, Naime; Avsar Erumit, Banu
Titel	Development of Third Graders' Identities as "Persons Who Understand Nature of Science" through a Gravity Unit
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.450-456 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Grade 3; Science Instruction; Physics; Scientific Concepts; Elementary School Students; Elementary School Science; Scientific Principles; Self Concept; Learner Engagement; Student Attitudes; Childrens Literature; Elementary School Teachers + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Selbstkonzept; Schülerverhalten; 'Children''s literature'; Kinderliteratur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Nature of science (NOS) is a critical component and should be part of all science lessons. It is critical to begin NOS instruction in the elementary grades, to help young children develop an identity as persons who can conceptualize NOS ideas. The purpose of this study was to explore third grade elementary students' Nature of Science (NOS) identities as a result of participating in a unit on gravity. The research question specifically was "How do third graders' NOS identities change as a result of participating in a unit on gravity?" Explicit reflective NOS instruction was embedded in a unit on gravity. Data included videotapes of the lessons including class discussions prior to and after the lesson, and use of children's literature. Other data included copies of student work and student science notebooks, and their presentations of work. Data were analyzed independently by three researchers for comparison of analysis. NOS identity development was found to be related to ideas that were "connections to real life," "class discussions of ideas," and "making connections to other science content." Students in this class were able to use and apply NOS terms accurately. Results support that elementary students can learn NOS through appropriate instruction. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01