Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science

The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a...

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Autores principales:	Jeanine Elise Aune, Lynn Lundy Evans, Nancy Boury
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2018
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/ace336cd171e4eada850c656fa817273
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spelling	oai:doaj.org-article:ace336cd171e4eada850c656fa8172732021-11-15T15:04:53ZUsing Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science10.1128/jmbe.v19i1.14351935-78851935-7877https://doaj.org/article/ace336cd171e4eada850c656fa8172732018-03-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v19i1.1435https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current controversy surrounding vaccination. Using a validated assessment of student understanding of NOS, the Student Understanding of Science and Scientific Inquiry (SUSSI), we have determined that this science-themed English composition course was effective in teaching NOS. Student understanding of NOS increased between the beginning and the end of the course in eight of the nine parameters of NOS measured, with the greatest gains in understanding the role of revision and of creativity in science. Our data imply that the course helped students develop a slightly less naïve understanding of the nature of science and its importance in the development and dissemination of scientific ideas and concepts.Jeanine Elise AuneLynn Lundy EvansNancy BouryAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jeanine Elise Aune Lynn Lundy Evans Nancy Boury Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
description	The nature of science (NOS) is a foundational framework for understanding scientific ideas and concepts. This framework includes scientific methodology, the process of revising and interpreting data, and the ways in which science is a social endeavor. Nature of science literature treats science as a way of knowing that is based on observable phenomenon. While discipline-specific coursework teaches the factual information of science, it may fall short on teaching scientific literacy, a key component of which is understanding NOS. We have designed an English course that features nonfiction narratives describing the early days of epidemiology, hygiene awareness, and the current controversy surrounding vaccination. Using a validated assessment of student understanding of NOS, the Student Understanding of Science and Scientific Inquiry (SUSSI), we have determined that this science-themed English composition course was effective in teaching NOS. Student understanding of NOS increased between the beginning and the end of the course in eight of the nine parameters of NOS measured, with the greatest gains in understanding the role of revision and of creativity in science. Our data imply that the course helped students develop a slightly less naïve understanding of the nature of science and its importance in the development and dissemination of scientific ideas and concepts.
format	article
author	Jeanine Elise Aune Lynn Lundy Evans Nancy Boury
author_facet	Jeanine Elise Aune Lynn Lundy Evans Nancy Boury
author_sort	Jeanine Elise Aune
title	Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
title_short	Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
title_full	Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
title_fullStr	Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
title_full_unstemmed	Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science
title_sort	using nonfiction narratives in an english course to teach the nature of science and its importance to communicating about science
publisher	American Society for Microbiology
publishDate	2018
url	https://doaj.org/article/ace336cd171e4eada850c656fa817273
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Using Nonfiction Narratives in an English Course to Teach the Nature of Science and Its Importance to Communicating About Science

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