A Teaching–Learning Sequence Integrating Nature of Science and Scientific Inquiry
Design Implementation and the Role of Historical Experiments
Bibliographic Data
| ID | 22042010 |
|---|---|
| Authors | Dimitris Psillos (0000-0002-8634-8838, Aristotle University of Thessaloniki), Dimitris K Psillos (Aristotle University of Thessaloniki, corresponding author), Eleni Makri (0000-0001-9502-2066, University of Thessaly), Dimitris Schizas (University of Thessaly) |
| Year | 2026 |
| Volume | 16 |
| Issue | 2 |
| Pages | 280 |
| Publication date | 2026-02-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16020280 |
| OpenAlex | W7128423921 |
| Language | EN |
| Citations received | 1 |
| References cited | 62 |
This study investigates the development and impact of a teaching–learning sequence (TLS) designed for biology students with the aim of enhancing their understanding of key aspects of the nature of science (NOS) and the nature of scientific inquiry (NOSI). The TLS was developed within a design-based research (DBR) framework and centers on Griffith’s pivotal historical experiment to provide contextual depth and integrate both epistemic and non-epistemic dimensions of science. Instruction was based on explicit and reflective inquiry involving progressive scaffolding of students from structured towards more open investigative activities. An initial implementation with nine students, drawing on data from questionnaires and interviews, revealed their prior views regarding several NOS and NOSI aspects. Following the TLS, students demonstrated a more sophisticated understanding of the role of research questions in guiding experimental design, as well as a richer conception of scientific hypotheses. They also internalized the experimental logic underlying Griffith’s work and recognized the importance of creativity and imagination in scientific practice. The study discusses contextual limitations and highlights the potential of TLSs to provide robust instructional contexts, making NOS and NOSI aspects meaningful and accessible to students through historical experiments
Contextual inquiry · Creativity · Nature of Science · Science education · Scientific discovery · Educational Strategies and Epistemologies · Science Education and Pedagogy · Various Chemistry Research Topics
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Developing views of nature of science in an authentic context
Inquiry-Based Instruction and Teaching About Nature of Science
Design-Based Research in the Educational Field
Introducing Food Sustainability in Formal Education
Outcomes of a Teaching Learning Sequence on Modelling Surface Phenomena in Liquids
Investigating the Principle of Relativity and the Principle of Equivalence in Classical Mechanics
Guiding Students towards an Understanding of Climate Change through a Teaching–Learning Sequence
A teaching learning sequence on nanoscience and nanotechnology content at primary school level
Exploring secondary school biology teachers’ conceptions of scientific laws and methods
‘Integration of scientific practices into daily living contexts
Investigating the effectiveness of explicit and implicit inquiry-oriented instruction on primary students’ views about the non-linear nature of inquiry
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
Improving Students’ Conceptions of Nature of Science
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education
“It's a lot of people in different places working on many ideas”
Design-Based Research
Design Tools in Didactical Research
The Structure of Scientific Revolutions
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |