The obstacles and difficulties that science teachers face when teaching the nature of science are well-known. Nonetheless, little is known of what science teacher educators know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing what preparation the STEs have to teach NOS, what educational experience they have about NOS, what importance they give to NOS in their training plans, when NOS should be taught, how to integrate NOS in (...) science education, how to teach NOS, what to teach about NOS, and the influences interconnecting the STEs’ preparation, experience, and opinions regarding NOS teaching. Among the results, it was found that most STEs state that they have ample knowledge of NOS, are well prepared pedagogically to teach it, and have extensive experience in teaching it. However, there was some mismatch between their stated preparation and their experience teaching NOS. In addition, they think that NOS should be taught from early ages and be treated as cross-cutting content in science education. They also consider that, when teaching NOS, an implicit approach is just as effective as an explicit-reflective one. As for their selection of NOS content to include, they are fundamentally divided into two groups — those who select only epistemic aspects of NOS and those who select a balanced proportion of both epistemic and non-epistemic aspects. The limitations of the study are reported along with the issues that require further research. (shrink)

During the COVID-19 pandemic, we are fighting not only the novel coronavirus, but also the “infodemic” induced by the pandemic. Therefore, it is urgent to explore approaches for enhancing individual immunity against science-related misinformation. We conducted a cross-sectional study to examine the relationship between public engagement with science and scientific information literacy during the COVID-19 pandemic from college students in China. The results showed that there was a significant difference between attitudes toward and activities of PES. More importantly, both PES (...) activities and PES attitudes were found positively associated with SIL, especially the PES attitudes. The empirical study is significant in demonstrating the predictive effect of PES on individual ability to recognize science-related misinformation, which is crucial for mitigating harm from the “infodemic.” Our study indicated that other than a science communication model in order to restore public trust in science, PES is promising to be incorporated into informal science education to facilitate individual SIL. (shrink)

Thinking in terms of purposes is inevitable in daily life. We make to-do lists and we go to the store “in order to” stock up on necessities. We enroll in education and training courses, buy or rent property, and commit to a romantic partner. Our religions, albeit controversially, identify “ultimate purposes.” Purpose thinking seems deeply engrained in our cognition. Even so, purpose thinking has never sat easily with post-Cartesian modern science. When the world is modeled as a structure of efficient (...) causes, then the apparent existence of final causes becomes an explanandum. (shrink)

The teaching of the phenomenon of radioactivity is considered a key ingredient in the path towards developing critical thinking skills in many secondary science education curricula. Despite being one of the basic concepts in general physics courses, the scientific teaching literature of the last 40 years reports a great deal of misconceptions and conceptual errors related to radioactivity that seemingly appear regardless of the educational level and context. This study reports the first cross-sectional diagnostic study in Spain to secondary education (...) students and pre-service teachers. Data were collected in the year 2019 through a questionnaire adapted from a previously validated one to explore the main misconceptions, attitudes, and knowledge status on the topic on a sample of 191 secondary school students and 29 Physics-and-Chemistry trainee teachers in the Spanish region of Valencia. Open and closed questions were used to categorize the entity itself, its properties, and the main misconceptions related to radioactivity. The responses were analysed using conventional statistical methods. The results indicate an evolution from a widespread dissenting notion on the phenomenon, which is staunchly related to danger, hazard, and destruction in the lowest educational levels, towards a more rational, relative, and multidimensional perspective in the highest ones. On the other hand, the ideas, emotions, and attitudes of the inquired individuals are in good agreement with the main misconceptions reported in the literature. (shrink)

A Correction to this paper has been published: https://doi.org/10.1007/s11191-021-00194-2.