The portrayal of the nature of science in early childhood instructional materials

One issue plaguing science education and science teaching is the way in which the nature of science is portrayed in science classrooms. The purpose of this study was to examine the extent to which the nature of science is presented in early childhood instructional materials and the accuracy of those NOS portrayals. This study demonstrates that the current representation of NOS is accurate but implicit in most instances. The researcher describes several implications and suggestions for further research in this area