Advances in Nature of Science Research: Concepts and Methodologies

Description

This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term ‘Nature of Science’ (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications. Advances in Nature of Science Research explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology. The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research. Front Matter....Pages i-x Front Matter....Pages 1-1 Changing the Focus: From Nature of Science (NOS) to Features of Science (FOS)....Pages 3-26 Perceptual, Attentional, and Cognitive Heuristics That Interact with the Nature of Science to Complicate Public Understanding of Science....Pages 27-49 The Natures of Scientific Thinking: Creativity as the Handmaiden to Logic in the Development of Public and Personal Knowledge....Pages 51-74 The Bounded Nature of Science: An Effective Tool in an Equitable Approach to the Teaching of Science....Pages 75-96 Why the Study of Pseudoscience Should Be Included in Nature of Science Studies....Pages 97-106 The Status of the Nature of Science in Science Education in Lebanon....Pages 107-122 Front Matter....Pages 123-123 Teaching and Learning of Nature of Science and Scientific Inquiry: Building Capacity Through Systematic Research-Based Professional Development....Pages 125-152 The Nature of Scientists’ Nature of Science Views....Pages 153-188 The Nature of Science or the Nature of Teachers: Beginning Science Teachers’ Understanding of NOS....Pages 189-206 Learning About Nature of Science in Undergraduate Biology Laboratories....Pages 207-224 Beyond Understanding: Process Skills as a Context for Nature of Science Instruction....Pages 225-245 Impact of a Nature of Science and Science Education Course on Teachers’ Nature of Science Classroom Practices....Pages 247-266 Back Matter....Pages 267-268