In terms of knowledge retention, Akerson et al. (2006) investigated pre-service elementary teachers who completed a science methods course focusing on explicit-reflective instruction in TA-NOS.
The findings support the hypothesis and suggest that the CS-TGCTS simulation is an effective vehicle for improving preservice teachers' reflective teaching in critical-thinking instruction.
Nurturing reflective teaching and improving critical-thinking instruction are two important goals in teacher education, but these are only achievable when teachers-in-training are provided with opportunities for building professional knowledge and for exhibiting reflective teaching practices.
Similarly, Clough (2006), approved the importance of explicit reflective NOS instruction, he emphasized the necessity of conceptual change for effective NOS instruction.
In addition, Butler's (2009) study with college students supported the assertion that explicit and reflective NOS instruction plays a crucial role in the learning and teaching of biological evolution.
Accordingly, similar programs can also be conducted by teachers involving content-embedded explicit reflective NOS instruction focusing specifically on evolution.
The research by Scharmann et al. (2005) with preservice secondary science teachers concluded that comprehension of NOS conceptions is improved when those conceptions are presented through explicit reflective NOS instruction.
Indeed, a series of study conducted by a group of Turkish researchers (Cakiroglu et al. 2009; Dogan et al. 2011) provided evidence for the effectiveness of an in-service program involving explicit reflective NOS instruction on the development of science teachers' NOS understanding.
We preferentially sampled novices, who reported using instruction in which they stopped lecturing and students worked for fewer than 4 years and had no evidence of their own effectiveness or a reflective teaching practice.
Knowledge about the students' strategies to achieve a sense of 'good enough' is helpful and important when structuring medical education and instructions for reflective assignments.
Several empirical research projects have demonstrated the effectiveness of explicit reflective context-based NOS instruction in improving both pre- and in-service teachers' NOS views (e.g., Matkins and Bell 2007; Wahbeh 2009).
