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Nature of Science in School Science Textbooks

Christine McDonald and Fouad Abd-El-Khalick (2017) Representations of Nature of Science in School Science Textbooks: A Global Perspective. Routledge: New York. ISBN: 978-1-138-12240-6, 241 pages, £ 95 (Hardback)
  • Myint Swe KhineEmail author
Book Review
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The term the Nature of Science (NOS) is often used by science educators to refer to the epistemological and ontological foundations of science and to issues related to how scientists work, how they function as a social group, and how society impacts and reacts to science. Science educators firmly believe that the understanding of NOS and its tenets is important in order for students to function effectively in modern technologically advanced societies. The interest in NOS and educational research and the debate about NOS have a long tradition and are prevalent in the science education literature in the last five decades. Conversely, science educators unanimously agree that textbooks play a crucial role in the teaching and learning process. For this reason, numerous studies of science textbooks have been conducted in the past several decades. In particular, science textbooks used in schools are critical in portraying appropriate and sufficient NOS concepts to the students.

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Conflict of Interest

The author declares no conflict of interest.

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© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Emirates College for Advanced EducationAbu DhabiUnited Arab Emirates

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