, Volume 23, Issue 3, pp 589–592 | Cite as

Teaching the nature of science: An authoritative and insightful but non-empirical approach

Douglas Allchin: Teaching the nature of science: Perspectives and resources. Saint Paul, MN: SHiPS Education Press, 2013, xiii+310pp, $40.00 PB
Book Review


  1. Allchin, D. 2000a. Mending mendelism. American Biology Teacher 62: 632–639.CrossRefGoogle Scholar
  2. Allchin, D. 2000b. How not to teach historical case studies in science. Journal of College Science Teaching 30: 33–37.Google Scholar
  3. Allchin, D. 2003. Scientific myth-conceptions. Science Education 87: 329–351.CrossRefGoogle Scholar
  4. Allchin, D. 2011. Evaluating knowledge of the nature of (whole) science. Science Education 95: 918–942.CrossRefGoogle Scholar
  5. Deng, F., D.-T. Chen, C.-C. Tsai, and C.S. Chai. 2011. Students’ views of the nature of science: A critical review of research. Science Education 95: 961–999.CrossRefGoogle Scholar
  6. Hoyningen-Huene, P. 2013. Systematicity: The nature of science. Oxford: Oxford University Press.CrossRefGoogle Scholar
  7. Kampourakis, K. (ed.). 2013. The philosophy of biology: A companion for educators. Dordrecht: Springer.Google Scholar
  8. 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
  9. Schwartz, R.S., N.G. Lederman, and F. Abd-el-Khalick. 2012. A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education 96: 685–692.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.University Teacher Training Institute (IUFE) and Section of BiologyUniversity of GenevaGeneva 4Switzerland

Personalised recommendations