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<p>In science education, understanding the Nature of Science (NOS) is recognized as a crucial aspect of scientific literacy. Educators and researchers have dedicated significant efforts to determining the most effective approach for enhancing students’ NOS understanding. Among the various instructional methods explored, Explicit-Reflective Teaching (ERT) has emerged as a prominent and widely adopted approach. This study conducted a comprehensive meta-analysis, analyzing data from 25 independent studies, to investigate the impact of ERT on NOS understanding. The results of the meta-analysis provided evidence of the positive influence of ERT on improving students’ NOS understanding. Students exposed to ERT consistently demonstrated higher levels of NOS understanding compared to those in control groups or exposed to alternative instructional methods. The analysis also showed that class size, instructional hours, and specific instructional strategies did not significantly affect the effectiveness of ERT. However, medium-sized classes and longer instructional durations showed a trend toward greater effect sizes. Additionally, argumentation activities incorporating the history of science and social issues, as well as activities promoting collaborative learning and the integration of perspectives, were more conducive to fostering students’ understanding of NOS. Based on the findings of this meta-analysis, several recommendations were made for further research.</p>

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Explicit-Reflective Teaching and Students’ Understanding of Nature of Science: a Meta-Analysis

  • 期刊论文

  • 发表日期：

    2025年9月25日

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  • Feng Deng,
  • Zixin Shi,
  • Peiyao Tian,
  • Daner Sun

摘要

In science education, understanding the Nature of Science (NOS) is recognized as a crucial aspect of scientific literacy. Educators and researchers have dedicated significant efforts to determining the most effective approach for enhancing students’ NOS understanding. Among the various instructional methods explored, Explicit-Reflective Teaching (ERT) has emerged as a prominent and widely adopted approach. This study conducted a comprehensive meta-analysis, analyzing data from 25 independent studies, to investigate the impact of ERT on NOS understanding. The results of the meta-analysis provided evidence of the positive influence of ERT on improving students’ NOS understanding. Students exposed to ERT consistently demonstrated higher levels of NOS understanding compared to those in control groups or exposed to alternative instructional methods. The analysis also showed that class size, instructional hours, and specific instructional strategies did not significantly affect the effectiveness of ERT. However, medium-sized classes and longer instructional durations showed a trend toward greater effect sizes. Additionally, argumentation activities incorporating the history of science and social issues, as well as activities promoting collaborative learning and the integration of perspectives, were more conducive to fostering students’ understanding of NOS. Based on the findings of this meta-analysis, several recommendations were made for further research.