The Next Generation Science Standards support understanding of the nature of science as it is practiced and experienced in the real world through interconnected concepts to be imbedded within scientific practices and crosscutting concepts. This study explored how fourth and fifth grade elementary students' views of nature of science change when they engage in a technology-enhanced, scientific inquiry-oriented curriculum that takes place across formal and informal settings. Results suggest that student engagement in technology-enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focused on metacognitive and social knowledge construction can improve elementary students' understanding of nature of science.