Context Matters: Developing NOS Understanding in Authentic Science Learning Settings

Abstract

Abstract Understanding the nature of science (NOS) is considered by policymakers and science education researchers as a critical part of students’ scientific literacy, yet research shows that both students and teachers often lack an adequate NOS understanding. This study investigated how instructional features shape high-school students’ understanding of NOS in the context of an authentic, advanced scanning electron microscope (SEM) laboratory experience. Employing a mixed-methods design, we evaluated 364 high-school chemistry students who engaged in one of two authentic lab experiences, each set within a distinct context (“Crystals” vs. “Super-hydrophobicity”). Data were collected using pre- and post-intervention Likert-scale questionnaires alongside qualitative analysis of open-ended student reflections to identify effective contextual features. The results indicate that while both activities were perceived as highly authentic and contributed to students’ improved NOS understanding, the crystals activity yielded more pronounced gains across all measured NOS constructs. Qualitative insights revealed that these stronger improvements were driven by a socioculturally meaningful historical narrative and a more accessible experimental design. The findings highlight that contextualization elements play a critical role in developing students’ NOS understanding. Specifically, the study demonstrated how historical narrative framing, connection to students’ prior knowledge, opportunities for meaningful hands-on experimentation, comparative analysis, and visual experiences foster deeper engagement and a more nuanced understanding of the nature of science. We conclude that the effectiveness of authentic science experiences is highly context-dependent, necessitating explicit, context-sensitive instructional design that aligns scientific practices with students’ cultural and scientific backgrounds.