Teaching the nature of science: An authoritative and insightful but non-empirical approach
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Teaching about Nature of Science (hereafter NOS) has been considered an important element of science education for the past 20 years, at least at the academic level—what teachers actually teach in classrooms is, unfortunately, another story. Generally speaking, science educators have come to a consensus that the history and philosophy of science (hereafter HPS) can provide useful insights, under certain conditions, for this purpose. This does not mean that any HPS teaching necessarily contributes to understanding NOS. However, an appropriate selection of topics, under the necessary re-contextualization, can provide very useful pedagogical tools to teach NOS.
Douglas Allchin has been one of the leading figures in this field, having written insightful articles about both how to teach (e.g. Allchin 2000a) and how not to teach (e.g. Allchin 2000b) science content and NOS under an HPS perspective. He has also consistently and repeatedly argued for the proper use of HPS scholarship in...
- Allchin, D. 2000b. How not to teach historical case studies in science. Journal of College Science Teaching 30: 33–37.Google Scholar
- Kampourakis, K. (ed.). 2013. The philosophy of biology: A companion for educators. Dordrecht: Springer.Google Scholar
- Kampourakis, K., N.G. Lederman, J.S. Lederman, and J.P. Jimenez. 2013. The influence of a philosophy of science course on teachers’ views of scientific inquiry and nature of scientific knowledge. Rio Grande, Puerto Rico: 2013 NARST Annual International Conference.Google Scholar