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Results from an expanded Nature of Science Interview show deeper understanding of theoretical progress, links between theories and facts, and the role of ideas in inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-the-nature-of-science-and-scientific-progress-a-theory-building-approach/598521/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-the-nature-of-science-and-scientific-progress-a-theory-building-approach/598521.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main teaching approach did the study evaluate?","Question",{"text":112,"@type":113},"The study tested a theory-building approach to teaching about inquiry, comparing it with an inquiry-based project approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the two Grade 4 classrooms differ?",{"text":117,"@type":113},"One class followed a Knowledge Building approach using Knowledge Forum®, emphasizing theory improvement and sustained creative work with ideas; the other used inquiry mediated through collaborative project-based activities.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the augmented Nature of Science Interview reveal?",{"text":121,"@type":113},"The Knowledge Building approach led to deeper understanding of theoretical progress, stronger connections between theories and facts, and clearer insight into the role of ideas in scientific inquiry.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598521,1792208707,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Understanding the nature of science and scientific progress: A theory-building approach  \nComprendre la nature de la science et du progrès scientifique : l’approche dela construction théorique  \nMaria Chuy, Marlene S cardamalia, Carl Bereiter, Fleur Prinsen, Monica Resendes, Richard Messina, Winifred Hunsburger, Chris Teplovs, and Angela Chow  \nAuthors  \nMaria Chuy, Post-­‐Doctoral Fellow at the Institute for Knowledge Innovation and Technology, OISE/University of Toronto. Correspondence regarding this article can be sent to [maria.chuy@gmail.com](maria.chuy@gmail.com)  \nMarlene Scardamalia, Presidents' Chair in Education and Knowledge Technologies and Director, Institute for Knowledge Innovation and Technology, OISE, University of Toronto  \nCarl Bereiter, Professor Emeritus, Institute for Knowledge Innovation and Technology, OISE, University of Toronto  \nFleur Prinsen, Postdoctoral Fellow, Faculty of Social Sciences, Utrecht University, The Netherlands.  \nMonica Resendes, Graduate Student, Institute for Knowledge Innovation and Technology (IKIT), OISE. University of Toronto  \nRichard Messina, Lab School Vice-­‐Principal, Institute of Child Study, OISE, University of Toronto, Toronto.  \nWinifred Hunsburger, Technology Integration Specialist, Bishop Strachan School, Toronto.  \nChris Teplovs, Knowledge Technology Specialist, Institute for Knowledge Innovation and Technology, OISE, University of Toronto  \nAngela Chow, Postdoctoral Fellow, Helsinki Collegium for Advanced Studies, University of Helsinki, Finland.  \nAbstract  \nIn 1993 Carey and Smith conjectured that the most promising way to boost students’understanding of the nature of science is a “theory-­‐building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing results from two Grade 4 classrooms that differed in their emphasis on and technological support for creating and improving theories. One class followed a Knowledge Building approach and used Knowledge Forum®, which together emphasize theory improvement and sustained creative work with ideas. The other class followed an inquiry approach mediated through collaborative project-­‐based activities. Apart from this, the two  \nclasses were demographically similar and both fell within the broad category of constructivist, inquiry-­‐based approaches and employed a range of modes and media for investigative research and reports. An augmented version of Carey and Smith’s Nature of Science Interview showed that the Knowledge Building approach resulted in deeper understanding of the nature of theoretical progress, the connections between theories and facts, and the role of ideas in scientific inquiry.  \nRésumé  \nEn 1993, Carey et Smith avançaient l’hypothèse suivante : la façon la plus prometteuse de stimuler la compréhension scientifique des élèves était d’adopter une approche de la construction théorique liée à la recherche. La recherche dont il est question dans cet article examine cette hypothèse en comparant les résultats de deux classes de quatrième année qui n’avaient pas accès au même soutien technologique et quin’étaient pas guidées de la même manière en matière de création et d’amélioration dusavoir. Une classe a suivi une approche de coélaboration de connaissances et a utilisé le Knowledge Forum. Ensemble, ils ont mis l’accent sur la construction de théories et ontencouragé un travail créatif à partir des idées avancées. L’autre classe a adopté une approche basée sur la recherche pour mener des projets collaboratifs. À part ces différences, les deux classes étaient démographiquement similaires et adoptaient une perspective constructiviste, fondée sur des approches basées sur la recherche et l’emploi d’une gamme de modes de fonctionnement et de médias pour la recherche et la production de comptes rendus. Une version longue de l’entrevue de Carey et Smith, Nature of Science, a montré que l’approche de coélaboration de connaissances entraîneune compréhension approfondie de ","cbCainNoclK1WFGc","https://ap.wps.com/l/cbCainNoclK1WFGc","pdf",257349,21,"English","# Abstract\n# Introduction","[{\"question\":\"What main teaching approach did the study evaluate?\",\"answer\":\"The study tested a theory-building approach to teaching about inquiry, comparing it with an inquiry-based project approach.\"},{\"question\":\"How did the two Grade 4 classrooms differ?\",\"answer\":\"One class followed a Knowledge Building approach using Knowledge Forum®, emphasizing theory improvement and sustained creative work with ideas; the other used inquiry mediated through collaborative project-based activities.\"},{\"question\":\"What did the augmented Nature of Science Interview reveal?\",\"answer\":\"The Knowledge Building approach led to deeper understanding of theoretical progress, stronger connections between theories and facts, and clearer insight into the role of ideas in scientific inquiry.\"}]","Understanding the nature of science and scientific progress - A theory-building approach | PDF",1792087084,53]