Strategies and Activities for Initiating and Maintaining Pressure on Students' Naive Views Concerning the Nature of Science

Many science teachers devote a portion of their course to improving students' understanding of the nature of science. However, despite a one- or two-week effort, students often cling to their misconceptions. This tenacity is not surprising in light of conceptual change theory. How then are teachers to facilitate more contemporary portrayals of the nature of science? The key is to maintain in students a sense of dissatisfaction with their archaic notions of the nature of science. Drawing from my recent six year experience teaching high school biology and chemistry, this paper provides examples of how science teachers might initiate and maintain pressure on students' misconceptions regarding the nature of science, and facilitate student consideration of more contemporary views.