How effective is a developmental intervention to
teach the nature of science using metacognitive
prompts embedded in an inquiry unit? Eighty-eight
eighth grade students from four classrooms were
randomly assigned to an experimental and a control
group to explore this problem. All participants were
asked to respond to a number of pre- and post-tests
and were interviewed to explore problem solving
techniques and shared experiences between the
groups. Results showed significant gains in content
knowledge and nature of science knowledge of the
experimental group over the control...