This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice.

The collection of chapters found in the book, Nature of Science for Social Justice, weave a rich tapestry of compelling reasons for extending the boundaries of teaching and learning the nature of science. This book is unique in that it addresses how and why NOS is a tool for inclusivity. Learning epistemic knowledge is good for social reasons, not just academic reasons. I believe this book will refocus the NOS discussion into a realm that has been needed for many years. -

Erin Peters-Burton - Donna R. and David E. Sterling Endowed Professor in Science Education, George Mason University, USA

The past couple of decades have seen an explosion of writing in science education about both the Nature of Science and Social Justice. However, the literature that examines the interrelationships between these two important concepts has been surprisingly sparse - until now. In this volume, which is much more coherent than most edited collections, an impressively diverse group of authors from around the world have produced a wonderful collection of insightful chapters. This book should help define the field. I learnt a great deal from reading it.

Michael J. Reiss - Professor of Science Education, UCL Institute of Education, London, UK

Chapter "Nature of Science for Social Justice: Why, What and How?" is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com

Auteur
Hagop A. Yacoubian is an Associate Professor of Education at the Lebanese American University. He holds a Ph.D. in Secondary Education from the University of Alberta in Canada. His research generally involves exploring how future citizens can be empowered so that they develop a critical mindset and engage in democratic decision-making processes. One particular focus involves the preparation of scientifically literate future citizens and how the teaching of the nature of science, within the context of school science education, can facilitate such a preparation. His publications have appeared in various international academic journals. He is the author of the book Critical Thinking at the Armenian Schools in Lebanon (Haigazian University Press, 2016) and the co-editor of a special issue of the Canadian Journal of Science, Mathematics and Technology Education on Rethinking Education for Citizenship (2015). He is a reviewer for a number of international journals in science education, and is an active member of several research organizations. He has consulted schools and projects as well as trained teachers and school administrators in the Middle East, Europe and North America. Previously he has also worked as secondary school biology teacher and administrator as well as teacher educator in Lebanon and Canada.
Lena Hansson is a Professor of Science Education at Kristianstad University, Sweden. She is trained as a secondary physics and mathematics teacher, and has a PhD in Science Education. Her main research interest is in the intersection between nature of science perspectives and cultural perspectives on science teaching. One of her interests regards how different images of science, communicated in science class, include and exclude different groups of students. Such images of science, associated with science by students, could be related to worldview and/or ideology, or general views about nature of science. Lena has an interest in research which is close to school practice, but also in more theoretical as well as policy issues. She has published in various international academic journals such as Science Education, International Journal of Science Education and Science & Education, and in several international research anthologies. She serves as a reviewer for different international journals, and is an active member of the organizations ESERA and IHPST. She serves as a director at the IHPST council (2017-2021). In addition to research, Lena is also engaged in research based developmental projects and pre- and in-service teacher training, aiming at bridging the gap between science education research and school practice.

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