Relationship between Instructional Context and Views of Nature of Science

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Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science. (2011, background): “In the second study, the effectiveness of contextual versus noncontextual nature of science instruction was compared for high school students in biology, chemistry, and environmental science (Khishfe & Lederman, 2007).”
Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, background): “Studies that compare integrated and non-integrated approaches with high school students (Khishfe & Lederman, 2006, 2007) have shown learner gains in NOS conceptions for both conditions, but no significant differences between the two approaches.”
‘Am I Like a Scientist?’: Primary children's images of doing science in school (2014, background): “As Kim et al. (2013) have argued, teachers’ misconception about scientific inquiry would influence their instructional choice by adopting a didactic pedagogical approach similar to what we observed in this study.”