Switch to: References

Add citations

You must login to add citations.
  1. Using Explicit Teaching of Philosophy to Promote Understanding of the Nature of Science.Xiaoming Shi - 2021 - Science & Education 30 (2):409-440.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Examining Teaching Emphases of History of Science in Award-Winning Science Lesson Plans in Macao.Bing Wei & Xiaomin Chen - forthcoming - Science & Education.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Historical Networks in Science Education.Marlon C. Alcantara, Marco Braga & Charles van den Heuvel - 2020 - Science & Education 29 (1):101-121.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Nature of Science Contextualized: Studying Nature of Science with Scientists.Veli-Matti Vesterinen & Suvi Tala - 2015 - Science & Education 24 (4):435-457.
    Understanding nature of science is widely considered an important educational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached. This consensus content is listed as a general statement of science, which students are supposed to (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • Developing Preservice Teachers’ Understanding of and Pedagogical Content Knowledge for History of Science–Integrated Science Instruction.Alexis Rutt & Frackson Mumba - 2019 - Science & Education 28 (9-10):1153-1179.
    Despite its positive impact on students’ understanding of the nature of science and science content knowledge, few secondary science teachers incorporate the history of science into their instruction. This article describes the effects of an online history of science course on preservice teachers’ perceptions of and content and pedagogical knowledge for history of science–integrated science instruction. Eleven secondary preservice science teachers participated in a semester-long history of science course focused on developing their conceptual understanding of and pedagogical knowledge for incorporating (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Different People in Different Places.Haira Emanuela Gandolfi - 2018 - Science & Education 27 (3-4):259-297.
    This article presents the results of an exploratory study of students’ knowledge about scientists and countries’ contributions to science, aiming at answering two research questions: “In which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?” Thus, this study aimed at depicting students’ knowledge about History of Science, focusing on what they know about science being done by people and communities (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • 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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • The Impact of Explicit Teaching of Methodological Aspects of Physics on Scientistic Beliefs and Interest.Stefan Korte, Roland Berger & Martin Hänze - 2017 - Science & Education 26 (3-4):377-396.
    We assessed the impact of teaching methodological aspects of physics on students’ scientistic beliefs and subject interest in physics in a repeated-measurement design with a total of 142 students of upper secondary physics classes. Students gained knowledge of methodological aspects from the pre-test to the post-test and reported reduced scientistic beliefs, both from their own views and from their presumed prototypical physicists’ views. We found no direct impact of teaching on students’ subject interest in physics. As path analysis indicates, this (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Teaching the Nature of Science From a Philosophical Perspective.Yvonne Lampert - 2020 - Science & Education 29 (5):1417-1439.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • When Things Go Wrong: Implementing Historical-Investigative Activities in the Classroom.Renata da Fonseca Moraes Batista & Cibelle Celestino Silva - 2019 - Science & Education 28 (9-10):1135-1151.
    In this project, we worked in partnership with school teachers who are frequent users of experimental kits available for loan to schools using the historical-investigative approach. The original kits bring a traditional approach to experimentation, without the presence of the history of science. We developed and implemented new guides to the kits, without changing their materials and instruments. Design-based research supports the development methodology; the school science topics covered in this paper are Joseph Black’s studies on latent and specific heat. (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Heuristic Diagrams as a Tool to Teach History of Science.José A. Chamizo - 2012 - Science & Education 21 (5):745-762.
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • Historical Foundations of Physics & Applied Technology as Dynamic Frameworks in Pre-Service STEM.Raffaele Pisano, Philippe Vincent, Kosta Dolenc & Mateja Ploj Virtič - 2020 - Foundations of Science 1 (1):1-30.
    In recent decades, the development of sciences and technologies had a significant impact in society. This impact has been object of analysis from several standpoints, i.e., scientific, communication, historical and anthropological. Consequently, serious changes were required by the society. One of these has been the emerging relationship science in society and its foundations of applied sciences. A related foundational challenging is the educational process, which was and still is an unlimited challenge for teachers and professors: i.e., levels of understanding, curricula, (...)
    Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  • Formas de autonomia da ciência.Marcos Barbosa de Oliveira - 2011 - Scientiae Studia 9 (3):527-561.
    No categories
    Direct download (6 more)  
    Translate
     
     
    Export citation  
     
    Bookmark   1 citation  
  • Examining the Representations of NOS in Educational Resources.Ryan Summers & Fouad Abd-El-Khalick - 2019 - Science & Education 28 (3-5):269-289.
    Researchers have raised concerns about teachers’ ability to embed nature of science in their science instruction, a complicated situation that is certainly impacted by the availability of adequate resources to assist K-12 science teachers. In light of the implementation of the ideas from the Framework for K-12 Science Education and the Next Generation Science Standards in the USA, this study sought to identify and evaluate resources aimed at guiding NOS instruction. A search of the National Science Teachers Association database for (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents.Joanne Olson - 2018 - Science & Education 27 (7-8):637-660.
    Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes, (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  • How to Use Historical Approach to Teach Nature of Science in Chemistry Education?Simo Tolvanen, Jan Jansson, Veli-Matti Vesterinen & Maija Aksela - 2014 - Science & Education 23 (8):1605-1636.
  • The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education.Douglas Allchin - 2012 - Science & Education 21 (9):1263-1281.
  • Report on a Boston University Conference December 7–8, 2012 on How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?Peter Garik & Yann Benétreau-Dupin - 2014 - Science & Education 23 (9):1853-1873.
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark  
  • Promotion of Cultural Content Knowledge Through the Use of the History and Philosophy of Science.Igal Galili - 2012 - Science & Education 21 (9):1283-1316.
  • From Science Studies to Scientific Literacy: A View From the Classroom.Douglas Allchin - 2014 - Science & Education 23 (9):1911-1932.
  • Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching.Dietmar Höttecke & Andreas Henke - 2015 - Science & Education 24 (4):349-385.
    The inclusion of the history and philosophy of science in science teaching is widely accepted, but the actual state of implementation in schools is still poor. This article investigates possible reasons for this discrepancy. The demands science teachers associate with HPS-based teaching play an important role, since these determine teachers’ decisions towards implementing its practices and ideas. We therefore investigate the perceptions of 8 HPS-experienced German middle school physics teachers within and beyond an HPS implementation project. Within focused interviews these (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  • Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences From the European HIPST Project.Dietmar Höttecke, Andreas Henke & Falk Riess - 2012 - Science & Education 21 (9):1233-1261.
  • The Role of Instruments in Three Chemical’ Revolutions.José Antonio Chamizo - 2014 - Science & Education 23 (4):955-982.
  • Teaching the Conceptual History of Physics to Physics Teachers.Peter Garik, Luciana Garbayo, Yann Benétreau-Dupin, Charles Winrich, Andrew Duffy, Nicholas Gross & Manher Jariwala - 2015 - Science & Education 24 (4):387-408.
    For nearly a decade we have taught the history and philosophy of science as part of courses aimed at the professional development of physics teachers. The focus of the history of science instruction is on the stages in the development of the concepts and theories of physics. For this instruction, we designed activities to help the teachers organize their understanding of this historical development. The activities include scientific modeling using archaic theories. We conducted surveys to gauge the impact on the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries.Laurence Maurines & Daniel Beaufils - 2013 - Science & Education 22 (6):1443-1465.
  • Informal and Non-Formal Education: An Outline of History of Science in Museums.Anastasia Filippoupoliti & Dimitris Koliopoulos - 2014 - Science & Education 23 (4):781-791.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • History and Nature of Science in High School: Building Up Parameters to Guide Educational Materials and Strategies.Thaís Cyrino de Mello Forato, Roberto de Andrade Martins & Maurício Pietrocola - 2012 - Science & Education 21 (5):657-682.
  • Design of Chemistry Teacher Education Course on Nature of Science.Veli-Matti Vesterinen & Maija Aksela - 2013 - Science & Education 22 (9):2193-2225.