Article ID: CBB794239572

Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013)

unapi

The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).

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Authors & Contributors
Kampourakis, Kostas
Lacour, Pierre-Yves
Krogh, Lars B.
Hofstein, Avi
Eilks, Ingo
Alameh, Sahar
Concepts
Science education and teaching
Philosophy of science
History of science, as a discipline
Sociology of knowledge
Primary and secondary education
Teaching; pedagogy
Time Periods
21st century
20th century, late
20th century, early
20th century
19th century
Places
Sweden
Japan
France
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