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Cognitive and Affective Aspects in Science Education Research pp 15–30Cite as

Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education

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Part of the book series: Contributions from Science Education Research ((CFSE,volume 3))

Abstract

The chapter advances the position that “nature of science” (NOS) in science education has often been described in terms of lists of statements that are fragmented and do not necessarily add to a coherent whole. In contrast, the argument made is that visualizing NOS in terms of images can help bring some coherence to how NOS is conceptualized and enacted in science education. Various visual accounts including the Science Eye and the Generative Images of Science are used to illustrate how text-based accounts on NOS can be extended to offer more holistic images of NOS that can have curricular utility. Examples of curricula including international comparative curriculum analysis illustrate how visual accounts can inform curriculum design, evaluation and revision.

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Author information

Authors and Affiliations

  1. University of Oxford, Oxford, UK

    Sibel Erduran

  2. National Taiwan Normal University, Taipei City, Taiwan

    Sibel Erduran

  3. University of Limerick, Limerick, Ireland

    Sibel Erduran

Authors
  1. Sibel Erduran
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Correspondence to Sibel Erduran .

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Editors and Affiliations

  1. University of Helsinki, Helsinki, Finland

    Kaisa Hahl

  2. University of Helsinki, Helsinki, Finland

    Kalle Juuti

  3. University of Helsinki, Helsinki, Finland

    Jarkko Lampiselkä

  4. University of Helsinki, Helsinki, Finland

    Anna Uitto

  5. University of Helsinki, Helsinki, Finland

    Jari Lavonen

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Erduran, S. (2017). Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education. In: Hahl, K., Juuti, K., Lampiselkä, J., Uitto, A., Lavonen, J. (eds) Cognitive and Affective Aspects in Science Education Research. Contributions from Science Education Research, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-58685-4_2

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  • DOI: https://doi.org/10.1007/978-3-319-58685-4_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-58684-7

  • Online ISBN: 978-3-319-58685-4

  • eBook Packages: EducationEducation (R0)

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