Erwerb von Wissen über "Nature of Science" : eine Fallstudie zum Potenzial impliziter Aneignungsprozesse in geöffneten Lehr-Lern-Arrangements am Beispiel von Chemieunterricht

Due to the current focus on the measurable output of teaching lessons, opportunities to learn about the nature of science (NOS) are often sidelined. In the present case study, two ways of learning about NOS are compared and examined in practice-oriented, open learning situations. One follows a purely implicit approach (open inquiry) with 11th grade students acting in the role of scientists investigating the functionality of babies' diapers; the other uses an "implicit pre-structured" approach in a jigsaw classroom by reconstructing the historical development of different acid-base definitions as a springboard for students' reflections about science processes and the nature of science afterwards. The potential of both teaching methods was explored in a case study with 60 students using an adapted version of the questionnaire VNOS-C (Lederman et al. 2002). The study explored in detail the following questions:
? What preconceptions about the NOS did the students bring to the classroom?
? What is the potential of "implicit pre-structured" learning situations in which students reconstruct historical research processes, in helping them to understand the nature of science?
? What effects does an open inquiry have on the students’ ideas of NOS?