Chinese Journal of Science Education

Abstract

This study describes the design and evaluation of “scientific inquiry” and “scientific story” instructional modules using weather change to promote students’ performance on the “capability indexes of the nature of science”. According to related literature, the author suggests that the “capability indexes of the nature of science” have two components: “ability” and “belief”. Documentation of the students’ ability was collected through classroom observation, performance interviews and performance assessments. The students’ beliefs were documented by classroom observation and performance interviews. The participants were grade three and four students from two primary schools for the “scientific inquiry” and “scientific story” instructional modules respectively. The study found that both instructional modules could promote the students’ performance on the capability indexes of the nature of science. Therefore, this study suggests that science teachers can design “scientific inquiry” instructional modules based on the nature of science, letting students realize the real nature of science from activities. In addition, teachers can guide students to understand the scientific inquiry process of scientists through scientific stories. Because interpretation of the capability indexes of the nature of science is controversial, this study also suggests that scholars and science teachers can propose consistent interpretations regarding the capability indexes of the nature of science. Based on these consistent interpretations, teachers can implement science teaching to promote students’ performance on the capability indexes of the nature of science.

_{[Chinese Version | Index | Chinese Journal of Science Education | Other Journals | Subscription form | Enquiry ]}

Mail any comments and suggestions to hkier-journal@cuhk.edu.hk .