The following conceptual frameworks constitute the way I connect student learning, teacher roles in student learning, and science as a discipline. They focus on how science is done in the classroom and how to influence student learning in the most authentic way, ultimately yielding student understanding of the nature of science through inquiry teaching.

The frameworks are interconnected, so it is difficult to catalog them into singular categories. The central thought for each framework is listed below.

Student Learning

• Scientific Knowledge and Knowledge about Science
• Construction of Student Knowledge
• Implications of Topic Choice on Student Engagement
  

Teacher Roles in Student Learning

• Operations to Achieve Scientific Understanding
• Using Aspects of the Nature of Science as a Metacognitive Tool
• Enactment of the Nature of Science in an Inquiry Classroom
• Choice of Teaching Methods and their Outcomes
• Barriers to and Benefits of Inquiry Science
  

Science as a Discipline

• Thinking Like a Scientist: Metacognition and the Nature of Science
  
• Connections between the Nature of Science and Science Inquiry
• Two Aspects of the Nature of Science