Towards an Understanding of Epistemic Insight: the Nature of Science in Real World Contexts and a Multidisciplinary Arena. [Editorial]
- 138 Downloads
Science teachers, therefore, are required to understand how science knowledge is created and how to engage their learners...
describe the intersection of issues addressed by the philosophy, history, sociology, and psychology of science as they apply to and potentially impact science teaching and learning. As such, the nature of science is a fundamental domain for guiding science educators in accurately portraying science to students (McComas et al. 1998, p.5).
KeywordsEpistemic insight Teacher knowledge Multidisciplinary perspectives Big questions Nature of science
- Alexander, D. (2008). Creation or evolution: do we have to choose? Oxford: Monarch.Google Scholar
- Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research and Critique. Revised Edition. Oxford: Rowman and Littlefield Publishers.Google Scholar
- Department of Children, Schools and Families (DCSF) (2007). Guidance on creationism and intelligent design. Retrieved from http://webarchive.nationalarchives.gov.uk/20071204131026/http://www.teachernet.gov.uk/docbank/index.cfm?id=11890.
- Erduran, S., & Dagher, Z. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Dordrecht: Springer.Google Scholar
- Funk, G. (2017). Real numbers: mixed messages about public trust in science. Issues in Science and Technology, 34(1) Retrieved from: http://issues.org/34-1/real-numbers-mixed-messages-about-public-trust-in-science/.
- Havighurst, R. J. (1952). Human development and education . New York: Longmans, Green.
- Lederman, N. G. (2007). Nature of science: Past, present, and future. In Abell, S.K. and Lederman, N.G. (Eds.), Handbook of Research on Science Education p. 831–880. New Jersey, USA: Lawrence Erlbaum Associates Inc., Publishers.Google Scholar
- Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of science and scientific inquiry as context for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138–147.Google Scholar
- McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies, 3–39. Dordrecht: Kluwer Academic Publishers.Google Scholar
- Office of the Chief Scientist (2012). Mathematics, engineering and science in the national interest. Canberra: Author. Retrieved from https://www.chiefscientist.gov.au/wp-content/uploads/Office-of-the-Chief-Scientist-MES-Report-8-May-2012.pdf
- Reiss, M. J. (2012). What should be the role of religion in science education and bioethics? In S. A. Øyen, T. Lund-Olsen, & N. S. Vaage (Eds.), Sacred science? On science and its interrelations with religious worldviews (pp. 127–139). Wageningen: Wageningen Academic Publishers.Google Scholar