Third Graders’ Identities as “Persons Who Understand Nature of Science” through an Electricity Unit

Abstract

The purpose of this study is to explore third grade elementary students’ Nature of Science (NOS) identities as a result of participating in a unit on electricity. The study took place in the context of a diverse third grade “at risk” (as identified by state regulations) classroom. Videotapes were made of all aspects of the electricity lessons, including pre-lesson class discussions, activities engaged in by students, and follow-up class discussions at the conclusion of each lesson. Findings revealed that third graders began to develop identities of persons who conceptualize NOS. Even though through one unit they did not address all aspects of NOS, they showed great development in their identities for young third grade students.

Effectiveness of Differentiated Learning Materials Oriented toward Nature of Science to Improve Scientific Literacy Skills

“…The researcher provided an overview of NoS for students, and helped them make explicit connections to aspects of NoS. Further emphasizing NoS through this research the idea of assisting students in conceptualizing NoS not only as a content area, but also as an area for which they have knowledge and expertise in such a way that they develop a NoS identity (Elcan Kaynak et al, 2020). Concerning the relationship of differentiated learning and other teaching domains, results showed that learning climate, classroom management, clarity of instruction, activating learning and teaching learning strategies are correlates of differentiated instruction with NoS to improve scientific literacy skills (Maulana et al, 2020).…”

Toward a Shared Conception of Children’s Content Area Identities in Literacy, Math, and Science: A Systematic Integrative Review

“…Those in the first group view children as competent and agentive actors and value the ways even young children do, know, and construct the self (Kuby & Vaughn, 2015). Those in the latter group generally describe children as evolving from concrete to more abstract conceptions of the self as they move closer to adulthood (Elcan Kaynak et al, 2020; Rogers & Elias, 2012). Researchers taking a developmental view may also critically question findings on adolescents and adults to consider whether they apply to younger children or how children’s identity processes may differ from adults (Wagner, 2018).…”

فاعلية برنامج قائم على مدخل تكاملي لطبيعة العلم في تنمية فهم طبيعة العلم وتقدير جهود العلماء لدى طلاب المرحلة الثانوية

“…Nature of Scientific Knowledge " NOSK" . Erduran et al, 2020;Kaynak et al, 2020;Lederman et al, 2020;Li et al, 2020;McComas & Clough, 2020;Peters-Burton & Burton, 2020;Upahi et al, 2020; -Abd-El-Khalick, F., Myers, J., Summers, R., Brunner, J., Noemi, W., Wahbeh, N., Zeineddin, A., & Belarmino, J. (2017)…”