The study seeks to explore the extent to which students think pedagogical activities exemplifying various degrees of contextualization accurately reflect the work of scientists. Arguing for scaffolding across multiple degrees of contextualization, Clough (2006) reasoned that different contextualization plays different, but complimentary, roles in promoting conceptual change, and he suggested that decontextualized and moderately contextualized NOS activities may be dismissed by students as not representing authentic science. For this study, sixth-grade students (N = 137) engaged in three activities reflecting various levels of contextualization and responded to Likert and open-ended prompts asking them their perceptions about the relationship between the activity and real science. Students also ranked the activities from most to least like real science. Our findings demonstrate that participants most often described decontextualized and moderately contextualized activities as most representative of real science because participants perceived themselves to be acting like scientists. This study provides empirical support for Höttecke (2008) who, building on Clough (2006), proposed that both authentic contextualization and students’ actions in the classroom play roles in students’ perception of whether NOS teaching scenarios accurately represent authentic science. Given participants’ propensity to view highly contextualized NOS activities as less reflective of real science, this study illustrates the important role of the teacher in guiding student noticing during NOS activities. Challenging students’ narrow, action-oriented views of scientists appears to demand that teachers draw students’ attention to ways in which activities of all degrees of contextualization accurately and inaccurately represent NOS.

该研究旨在探索学生认为在多大程度上体现情境化的教学活动准确地反映了科学家的工作的程度。克拉夫（2006）提出在不同程度的情境化框架下争论的理由，认为不同的情境化在促进概念改变方面起着不同但互补的作用，并且他建议去情境化和适度情境化的NOS活动可能会被学生拒绝，因为他们并不代表真实的科学。对于本研究，六年级学生（N = 137）参加了三项活动，这些活动反映了不同背景下的语境，并回应了李克特和不限成员名额的提示，询问他们对活动与真实科学之间关系的看法。学生还将活动按从最高到最低的顺序（如真实科学）进行排名。我们的发现表明，参与者最常将脱上下文和适度上下文化的活动描述为真实科学的最代表，因为参与者认为自己的行为像科学家一样。这项研究为Höttecke（2008）提供了经验支持，他基于Clough（2006）提出了真实的语境化和学生在课堂上的行为在学生对NOS教学场景是否准确代表真实科学的理解中起着作用。鉴于参与者倾向于将高度相关的NOS活动视为对真实科学的反映较少，因此本研究说明了教师在NOS活动期间指导学生注意方面的重要作用。挑战学生狭narrow的，以行动为导向的科学家观点似乎要求教师提请学生注意以各种方式进行的情境化活动准确，不准确地表示NOS的方式。