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Adapting Historical Knowledge Production to the Classroom pp 195–204Cite as

Use of the History of Science in the Design of Research-informed NOS Materials for Teacher Education

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Abstract

The so-called nature of science (widely known as NOS) has been repeatedly recognised –under different denominations– as a major, structuring, component of science teachers’ professional knowledge (cf., Shulman, 1986, 1987; Bromme, 1988; Matthews, 1994; McComas, 1998; Adúriz-Bravo, 2005b; Flick & Lederman, 2005). Consequently, several guidelines, frameworks, programmes, and materials have been devised for science teacher training in NOS. In this context, one of the many debates that have pervaded NOS education of science teachers is that around the specific role that the history of science can play in science education (cf., Matthews, 1994, 2000; Stinner, 1995; McComas, 1998; Quintanilla, 2007).

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Authors and Affiliations

  1. Ciudad Universitaria, Mexico, Argentina

    Agustín Adúriz-Bravo

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  1. Agustín Adúriz-Bravo
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Correspondence to Agustín Adúriz-Bravo .

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Editors and Affiliations

  1. National and Kapodistrian University of Athens, Athens, Greece

    P. V. Kokkotas , K. S Malamitsa  & A. A. Rizaki ,  & 

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Adúriz-Bravo, A. (2011). Use of the History of Science in the Design of Research-informed NOS Materials for Teacher Education. In: Kokkotas, P.V., Malamitsa, K.S., Rizaki, A.A. (eds) Adapting Historical Knowledge Production to the Classroom. SensePublishers. https://doi.org/10.1007/978-94-6091-349-5_14

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