Developing Students’ Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom

摘要: The chapter describes a theory-driven study, inspired and informed by the constructivist view of learning, science literacy theory, views on NOS, cognitive social theories writing. Relying epistemological effect writing, it explores effects that non-traditional forms writing such as story, diary, debate, have students’ nature when used in combination with reflective process. Using pre-post research design intervention comparative groups totaling 97 eighth graders from homogenous, middle-class background, city central Israel, study demonstrates combined use diversified types nontraditional tasks reflection process can enhance science, direction aligned type scientific sought education today. When structured cognitively attitudinally challenging assignments concerning societal issues, genres encourage students to perceive more subjective, temporary, speculative, interpretative endeavor helps solve problems issues. In contrast, no changes NOS were found for group