An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience

• Published in: Science & education 2024-12, Vol.33 (6), p.1371-1399
• Main Authors: Witucki, Allison, Beane, Wendy, Pleasants, Brandy, Dai, Peng, Rudge, David Wÿss
• Format: Article
• Language: English
• Subjects: Creativity; Culture; Discrimination; Education; History; Human bias; Philosophy of Science; Qualitative research; Questions; Science; Science Education; Students; Technical education
• ISSN: 0926-7220; 1573-1901
• DOI: 10.1007/s11191-023-00441-8

Involving undergraduate STEM majors in authentic research has been cited as being an imperative goal in advancing the field of science and preparing students for careers and post-graduate educational programs. An important component of authentic research that is often overlooked is student understanding of the Nature of Science (NOS) and how this relates to novel research. Previous research in these authentic settings appears to have depended upon an implicit approach to the teaching of NOS, and, not surprisingly, these studies revealed that students’ understandings only marginally improved. Research in authentic setting since indicates students develop deeper understandings of NOS in general, but struggle with more abstract concepts, such as the role of social and cultural influences as well as imagination and creativity in science. Therefore, the purpose of this qualitative study is to examine student understanding of these NOS concepts as they are engaged in novel research. NOS concepts were introduced using an explicit and reflective approach. Specifically, students were engaged with reflection questions, in-class discussions, historical narratives, and autobiographical stories of the instructor as they explored the NOS concepts and how these relate to scientific research. Student NOS understandings ( n  = 16) were measured pre/post using the SUSSI with semi-structured interviews taking place at the end of the course. The findings from the interviews revealed that students understanding of the NOS concepts improved. Students came to better understand how society and culture impact scientific research, and how imagination and creativity are used throughout the entire scientific process. Students largely cited the reflection questions and in-class discussions as contributing to their change in understanding in their responses to how their views changed. In discussing society and culture, students noted that they better understood how society impacts what and how research is conducted as well as noting instances where gender bias is still present in science today. Likewise, students indicated during the interviews how they came to understand how imagination and creativity can be found throughout the entire scientific process instead of just the stage where a research question is posed. This study shows the importance of discussing NOS using an explicit/reflective approach as it relates to authentic research in helping students develop deeper understanding