Prompted by the ongoing debate among science educators over 'nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the 'family resemblance' approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education.
The volume's holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science's social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authorsbelieve that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

Introduces an innovative approach to nature of science (NOS) in science education Synthesizes perspectives from the fields of philosophy of science, and science education Give a holistic representation of NOS Provides visual tools to support the teaching and learning of NOS Discusses practical implications of the Family Resemblance Approach to NOS for science education Includes supplementary material: sn.pub/extras

Autorentext

Sibel Erduran is a Professor of Science Education at University of Oxford and a Fellow of St Cross College. She also holds a Visiting Professorship position at Zhejiang Normal University, China. She is an Editor for International Journal of Science Education, Section Editor for Science Education, and serves on the Executive Board of European Science Education Research Association. Her work experience includes positions in the USA (University of Pittsburgh), Ireland (University of Limerick) as well as other universities in the UK (King's College London and University of Bristol). Previously she held Visiting Professorships at Oxford Brookes University, National Taiwan Normal University, Kristianstad University, Sweden, and Bogazici University, Turkey. Her higher education was completed in the USA at Vanderbilt (PhD, Science Education & Philosophy), Cornell (MSc, Food chemistry and Chemistry) and Northwestern (BA, Biochemistry) Universities. She has worked asa chemistry teacher in a high school in northern Cyprus. Her research interests focus on the infusion of epistemic practices of science in science education, in particular chemistry education. Her work has received international recognition through awards from NARST and EASE, and has attracted funding from a range of agencies including the European Union, Gatsby Foundation and Science Foundation Ireland. She is currently the Principal Investigator of a project on the assessment of practical science funded by the Wellcome Trust, and her edited book on Argumentation in Chemistry Education has been published in 2019 by the Royal Society of Chemistry. Ebru Kaya is an associate professor in science education at Bogazici University, Turkey. She received her PhD from Middle East Technical University, Turkey in 2011. Dr. Kaya has been a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. Currently Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the PrincipalInvestigator of the projects entitled ''Nature of Science in Science Teacher Education: A Comparative Research and Development Project'' and ''University Students' Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study'' funded by Bogazici University Research Fund.

Inhalt

Dedication.- Foreword.- Preface.- Chapter 1. Reconceptualizing nature of science for science education.- Chapter 2. Family Resemblance Approach to characterizing science.- Chapter 3. Aims and values of science.- Chapter 4. Scientific practices.- Chapter 5. Methods and methodological rules in science.- Chapter 6. Scientific knowledge.- Chapter 7. Science as a social-institutional system.- Chapter 8. Towards Generative Images of Science in educational contexts.- Index.