Beyond the Surface Exploring Explicit Reflection in Nature of Science Education

Abstract

In science education, the concept of Nature of Science (NoS) is considered crucial to foster scientific literacy. Numerous studies underscore the significance of one key-component in effective Nature of Science education: Explicit Reflection. However, capturing the concept of Explicit Reflection presents a series of challenges. Research indicates that employing questions is a viable method to instigate reflection, yet the implementation of this approach exhibits considerable variability. Furthermore, the diverse interpretations of NoS education itself, ranging from the consensus view to more open perspectives, further complicate the educational landscape. This study addresses these challenges using two methodologies: a systematic literature review and expert content validation for the categorization of Nature of Science frameworks. Our findings show that articles favoring student-centered definitions of Explicit Reflection demonstrate more proficiency in their instructional approach to Nature of Science education by posing more and effective questions, with a particular emphasis on specific aspects of Nature of Science. In contrast, articles emphasizing teacher-centered definitions of Explicit Reflection present fewer and less effective questions within their instructional approach to Nature of Science education, often focusing on generalized reflections unrelated to Nature of Science. Furthermore, articles adopting Nature of Science frameworks categorized as closed towards defining Nature of Science are more likely to align with the patterns of articles that had a teacher-centered definition of Explicit Reflection. In contrast, articles containing frameworks that were more mixed or open towards defining Nature of Science mostly aligned with the patterns of articles having a student-centered definition of Explicit Reflection. To conclude, this study unveils the intricate relationship between the various meanings of Explicit Reflection, the conceptualization of Nature of Science, and Nature of Science questions. It promotes clarity in the field, facilitating a shared understanding of Nature of Science education and Explicit Reflection, vital for cohesive and impactful science education and research.