Research-Based Practices for Early Childhood Instruction on the Nature of Scientific Knowledge

It has long been recommended that the nature of scientific knowledge (NOS) be incorporated into science lessons, but unfortunately, this is not yet the case. Many researchers recommend that NOS be embedded in science lessons as early as possible, as research has shown that, given appropriate instruction, young children can conceptualize ideas about NOS, which can serve as a building block toward scientific literacy. In this manuscript, we describe the importance of teaching NOS to young children and share research indicating which strategies have been successful in improving young children’s conceptions of it. Our research question is, “What are the best practices for teaching NOS in early childhood settings?”. We then share results from a systematic literature review using the PRISMA approach of current research in NOS (within the past fifteen years) and describe successful interventions, such as the importance of explicit reflection and the incorporation of ideas through literacy connections, scientific inquiry, and STEM integration. Conclusions for the best strategies for teaching various aspects of NOS are shared, and recommendations for instruction and future research are made. Implications for future instruction, policy development, and curriculum development are also described.