The Characteristics of the Teaching Strategy to Promote Understanding of NOSI in Science Education

—Through Case Analysis of “Argument-Driven Inquiry in Physical Science: Lab Investigations for Grades 6–8”—

Abstract

The article examined the characteristics, structure, and strategy of “Argument-Driven Inquiry in Physical Science: Lab Investigations for Grades 6–8” (ADIPS) and analyzed the elements necessary for teaching Nature of Scientific Inquiry (NOSI) from a practical viewpoint. Based on the analysis of teaching methods of ADIPS, the findings suggested that the major characteristics of the teaching strategies that effectively promote the understanding of NOSI are as follows: (a) configuring an appropriate question that leads to a good argument, (b) providing a method to experience and share authentic scientific inquiry that were conducted by scientists, (c) providing experiences to help students understand and realize what scientists were doing as the students looked back on their own scientific inquiry, and (d) introducing activities to promote understanding of the community of scientists through scientific writing and peer review processes.