The Use of Metacognitive Prompts to Foster Nature of Science Learning

Abstract

Building students’ knowledge of the nature of science (NOS) has potential to improve important elements of science literacy as students learn both a body of scientific knowledge and develop understanding of how that body of knowledge has come to be (Duschl 1990; Peters and Kitsantas 2010a). Over 20 years of evidence has demonstrated that a person’s epistemology plays a role in developing reasoning, connecting evidence and claims, and setting the foundation for learning approaches (Hofer and Pintrich 1997; King and Kitchener 1994). Therefore, an emphasis on teaching NOS in science class is important in developing scientifically literate students. However, teaching a sophisticated understanding of NOS to students has been difficult in part due to unfocused pedagogical approaches offered to teachers. The incorporation of NOS teaching into inquiry-based lessons can be focused by a learning theory, and self-regulated learning theory (SRL) has potential as a helpful tool for incorporation of NOS because the theory explains learning as a goal-directed process whereby a person is required to identify a problem, examine relevant data to inform a solution, develop a solution, and evaluate the solution (Zimmerman 2008). The approach offered in this chapter presents new opportunities to reach students supported by a well-document learning theory.