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  1. The “Species” Concept as a Gateway to Nature of Science.Jorun Nyléhn & Marianne Ødegaard - 2018 - Science & Education 27 (7-8):685-714.
    The nature of science is a primary goal in school science. Most teachers are not well-prepared for teaching NOS, but a sophisticated and in-depth understanding of NOS is necessary for effective teaching. Some authors emphasize the need for teaching NOS in context. Species, a central concept in biology, is proposed in this article as a concrete example of a means for achieving increased understanding of NOS. Although species are commonly presented in textbooks as fixed entities with a single definition, the (...)
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  • From Black and White to Shades of Grey.Lotta Leden, Lena Hansson & Andreas Redfors - 2017 - Science & Education 26 (5):483-511.
    Traditional school science has been described as focused on indisputable facts where scientific processes and factors affecting these processes become obscured or left undiscussed. In this article, we report on teachers’ perspectives on the teaching of sociocultural and subjective aspects of the nature of science as a way to accomplish a more nuanced science teaching in Swedish compulsory school. The teachers took part in a longitudinal study on NOS and NOS teaching that spanned 3 years. The data consists of recorded (...)
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  • Controversy as a Blind Spot in Teaching Nature of Science.Mario Kötter & Marcus Hammann - 2017 - Science & Education 26 (5):451-482.
    In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented (...)
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  • Controversies in Science.Lynda Dunlop & Fernanda Veneu - 2019 - Science & Education 28 (6-7):689-710.
    Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature addressing socio-scientific and historical controversies in science, less has been paid to the teaching of contemporary scientific controversies. Using semi-structured qualitative interviews with 18 teachers at different career stages in (...)
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  • Shining Light on Language for, in, and as Science Content.Meghan Odsliv Bratkovich - 2018 - Science & Education 27 (7-8):769-782.
    The work of science is a linguistic act. However, like history and philosophy of science, language has frequently been isolated from science content due to factors such as school departmentalization and narrow definitions of what it means to teach, know, and do science. This conceptual article seeks to recognize and recognize—to understand and yet rethink—science content in light of the vision of science expected by academic standards. Achieving that vision requires new perspectives in science teaching and teacher education that look (...)
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  • Working Alongside Scientists.Dayle Anderson & Azra Moeed - 2017 - Science & Education 26 (3-4):271-298.
    Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary teachers worked fulltime for 6 months alongside scientists, experiencing the nature of (...)
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