Skip to main content

Advertisement

SpringerLink
Log in

Teaching With and About Nature of Science, and Science Teacher Knowledge Domains

  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

The ubiquitous goals of helping precollege students develop informed conceptions of nature of science (NOS) and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, first, to introduce the notions of, and articulate the distinction between, teaching with and about NOS, which will allow for the meaningful coupling of the two desired goals. Second, the paper aims to explicate science teachers’ knowledge domains requisite for effective teaching with and about NOS. The paper argues that research and development efforts dedicated to helping science teachers develop deep, robust, and integrated NOS understandings would have the dual benefits of not only enabling teachers to convey to students images of science and scientific practice that are commensurate with historical, philosophical, sociological, and psychological scholarship (teaching about NOS), but also to structure robust inquiry learning environments that approximate authentic scientific practice, and implement effective pedagogical approaches that share a lot of the characteristics of best science teaching practices (teaching with NOS).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Abd-El-Khalick, F. (2003). Socioscientific issues in pre-college science classrooms: The primacy of learners’ epistemological orientations and views of nature of science. In D. L. Zeidler (Ed.), The role of moral reasoning in socioscientific issues and discourse in science education (pp. 41–61). Dordrecht, The Netherlands: Kluwer.

    Chapter  Google Scholar 

  • Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15–42.

    Article  Google Scholar 

  • Abd-El-Khalick, F. (2008). Modeling science classrooms after scientific laboratories. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and application (pp. 80–85). Rotterdam, The Netherlands: Sense.

    Google Scholar 

  • Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. In B. J. Fraser, K. Tobin, & C. McRobbie (Eds.), Second international handbook of science education (Vol. 2, pp. 1041–1060). The Netherlands: Springer.

    Chapter  Google Scholar 

  • Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785–810.

    Article  Google Scholar 

  • Abd-El-Khalick, F., & Akerson, V. L. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161–2184.

    Article  Google Scholar 

  • Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–437.

    Article  Google Scholar 

  • Abd-El-Khalick, F., BouJaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., et al. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419.

    Article  Google Scholar 

  • Abd-El-Khalick, F., & Lederman, N. G. (2000a). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

    Article  Google Scholar 

  • Abd-El-Khalick, F., & Lederman, N. G. (2000b). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057–1095.

    Article  Google Scholar 

  • Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.

    Article  Google Scholar 

  • Aguirre, J. M., Haggerty, S. M., & Linder, C. J. (1990). Student-teachers’ conceptions of science, teaching and learning: A case study in preservice science education. International Journal of Science Education, 12, 381–390.

    Article  Google Scholar 

  • Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2010). On the nature of teaching nature of science: Preservice early childhood teachers’ instruction in preschool and elementary settings. Journal of Research in Science Teaching, 47(2), 213–233.

    Google Scholar 

  • Akindehin, F. (1988). Effect of an instructional package on preservice science teachers’ understanding of the nature of science and acquisition of science-related attitudes. Science Education, 72(1), 73–82.

    Article  Google Scholar 

  • Allchin, D. (2011). Teaching whole science. American Biology Teacher, 73, 53–55.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1990). Science for all Americans. New York: Oxford University Press.

    Google Scholar 

  • Anderson, R. (2007). Inquiry as an organizing theme for science curricula. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 807–830). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Barlow, N. (Ed.). (1993/1958). The autobiography of Charles Darwin: 1809–1882. New York: W. W. Norton.

  • Barufaldi, J. P., Bethel, L. J., & Lamb, W. G. (1977). The effect of a science methods course on the philosophical view of science among elementary education majors. Journal of Research in Science Teaching, 14(4), 289–294.

    Article  Google Scholar 

  • Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40(5), 487–509.

    Article  Google Scholar 

  • BouJaoude, S., Salloum, S., & Abd-El-Khalick, F. (2004). Relationships between selective cognitive variables and students’ ability to solve chemistry problems. International Journal of Science Education, 26(1), 63–84.

    Article  Google Scholar 

  • Brewer, W. F., & Chinn, C. A. (1994). The theory-ladenness of data: An experimental demonstration. In A. Ram & K. Eiselt (Eds.), Proceedings of the sixteenth annual conference of the cognitive science society (pp. 61–65). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Brickhouse, N. W. (1989). The teaching of the philosophy of science in secondary classrooms: Case studies of teachers’ personal theories. International Journal of Science Education, 11, 401–415.

    Article  Google Scholar 

  • Burbules, N., & Linn, M. C. (1991). Science education and philosophy of science: Congruence or contradiction? International Journal of Science Education, 13(3), 227–242.

    Article  Google Scholar 

  • Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1–49.

    Article  Google Scholar 

  • Chinn, C. A., & Malhorta, B. A. (2002). Children’s responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94(2), 327–343.

    Article  Google Scholar 

  • Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175–218.

    Article  Google Scholar 

  • Conant, J. B. (1957). Harvard case histories in experimental science (Vol. 1). Cambridge, MA: Harvard University Press.

  • Council of Ministers of Education, Canada (CMEC) Pan-Canadian Science Project. (1997). Common framework of science learning outcomes K to 12 [On-line]. Available: http://www.cmec.ca/science/framework/Pages/english/CMEC%20 Eng.html.

  • Crawford, B. A. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613–642.

    Article  Google Scholar 

  • Curriculum Council. (1998). Curriculum framework for Kindergarten to Year 12 education in Western Australia. Osborne Park, WA: Author.

    Google Scholar 

  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.

    Article  Google Scholar 

  • Donnelly, L. A., & Sadler, T. (2009). High school science teachers’ views of standards and accountability. Science Education, 93(6), 1050–1075.

    Article  Google Scholar 

  • Duhem, P. (1954). The aim and structure of physical theory (with a new introduction by Jules Vuillemin). Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In S. Vosiniadou (Ed.), International handbook of research on conceptual change (pp. 629–646). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Duncan, R. G., Freidenreich, H. B., Chinn, C. A., & Bausch, A. (2011). Promoting middle school students’ understandings of molecular genetics. Research in Science Education, 41(2), 147–167.

    Article  Google Scholar 

  • Gillies, D. (1998). Philosophy of science in the twentieth century: Four central themes. Cambridge, MA: Blackwell.

    Google Scholar 

  • Hewson, P. W., Beeth, M. E., & Thorley, N. R. (1998). Teaching for conceptual change. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 199–218). Dordrecht, The Netherlands: Kluwer.

    Chapter  Google Scholar 

  • Hillis, S. R. (1975). The development of an instrument to determine student views of the tentativeness of science. In E. J. Montague (Ed.), Research and curriculum development in science education: Science teacher behavior and student affective and cognitive learning (Vol. 3, pp. 32–38). Austin, TX: University of Texas Press.

    Google Scholar 

  • Holton, G., Rutherford, J., & Watson, F. G. (1971). About the Project Physics Course: An introduction to the teacher resource book. New York: Holt, Rinehart, and Winston.

    Google Scholar 

  • Holton, G., Watson, F. G., & Rutherford, F. J. (1967). Harvard project physics: A progress report. The Physics Teacher, 5(5).

  • Howe, E. M. (2007). Addressing nature-of-science core tenets with the history of science: An example with sickle-cell anemia & malaria. American Biology Teacher, 69(8), 467–472.

    Article  Google Scholar 

  • Howe, E. M., & Rudge, D. W. (2005). Recapitulating the history of sickle-cell anemia research: Improving students’ NOS views explicitly and reflectively. Science & Education, 14(3–5), 423–441.

    Article  Google Scholar 

  • Judson, E. (2010). Science education as a contributor to adequate yearly progress and accountability. Science Education, 94(5), 888–902.

    Article  Google Scholar 

  • Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.

    Article  Google Scholar 

  • Kelly, G. J., & Duschl, R. A. (2002, April). Toward a research agenda for epistemological studies in science education. In Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.

  • Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.

    Article  Google Scholar 

  • Kim, S. Y., & Irving, K. E. (2010). History of science as an instructional context: Student learning in genetics and nature of science. Science & Education, 19(2), 187–215.

    Article  Google Scholar 

  • Klopfer, L. E. (1964a). History of science cases: The cells of life (teacher’s guide). Chicago, IL: Science Research Associates.

    Google Scholar 

  • Klopfer, L. E. (1964b). History of science cases: The cells of life. Chicago, IL: Science Research Associates.

    Google Scholar 

  • Klopfer, L. E. (1966). History of science cases: Frogs and batteries (teacher’s guide). Chicago, IL: Science Research Associates.

    Google Scholar 

  • Klopfer, L. E. (1969). The teaching of science and the history of science. Journal of Research in Science Teaching, 6(1), 87–95.

    Article  Google Scholar 

  • Klopfer, L. E., & Cooley, W. W. (1963). The history of science cases for high schools in the development of student understanding of science and scientists: A report on the HOSC instruction project. Journal of Research in Science Teaching, 1(1), 33–47.

    Article  Google Scholar 

  • Kuhn, T. S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: The University of Chicago Press. (First published 1962).

    Book  Google Scholar 

  • Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36, 916–929.

    Article  Google Scholar 

  • Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83–126). Dordrecht, The Netherlands: Kluwer.

    Google Scholar 

  • Lederman, N. G., Schwartz, R., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Science, Mathematics and Technology Education, 1(2), 135–160.

    Article  Google Scholar 

  • Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention. Journal of Research in Science Teaching, 43(7), 607–636.

    Article  Google Scholar 

  • Lin, H., & Chen, C. C. (2002). Promoting preservice chemistry teacher’ understandings about the nature of science through history. Journal of Research in Science Teaching, 39(9), 773–792.

    Article  Google Scholar 

  • Longino, H. (1990). Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, NJ: Princeton University Press.

    Google Scholar 

  • Lunetta, V. N., Hofstein, A., & Clough, M. P. (2007). Learning and teaching school science laboratory: An analysis of research, theory, and practice. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 393–441). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Marchlewicz, S. C., & Wink, D. L. (2011). Using the activity model of inquiry to enhance general chemistry students’ understanding of nature of science. Journal of Chemical Education, 88(8), 1041–1047.

    Article  Google Scholar 

  • Mathews, M. R. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge.

    Google Scholar 

  • McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137–1164.

    Article  Google Scholar 

  • Millar, R., & Osborne, J. (Eds.). (1998). Beyond 2000: Science education for the future. London: King’s College.

    Google Scholar 

  • Ministry of Education. (1990). Programa de articulación. Caracas. Programa de Articulación. Venezuela: Author.

  • Ministry of Education. (1999). Curriculum outline for “nature science and living technology.” Taipei: Ministry of Education (In Taiwanese).

  • Ministry of National Education. (2000). Journal of Announcements of Ministry of National Education. Ankara, Turkey: Author [In Turkish].

  • Monk, M., & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy. Science Education, 81(4), 405–424.

    Article  Google Scholar 

  • Morrison, J. A., Raab, F., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, 46(4), 384–403.

    Article  Google Scholar 

  • National Research Council. (1996). National science education standards. Washington, DC: National Academic Press.

    Google Scholar 

  • National Science Teachers Association. (1982). Science-Technology-Society: Science education for the 1980 s. Washington, DC: Author.

    Google Scholar 

  • Newton-Smith, W. H. (2000). Underdetermination of theory by data. In W. H. Newton-Smith (Ed.), A companion to the philosophy of science (pp. 532–536). Malden, MA: Blackwell.

    Google Scholar 

  • Olitsky, S. (2005). Social and cultural capital in science teaching: Relating practice and reflection. In K. Tobin, R. Elmesky, & G. Seiler (Eds.), Improving urban science education: New roles for teachers, students and researchers (pp. 279–297). New York: Rowman & Littlefield.

    Google Scholar 

  • Peters, E., & Kitsantas, A. (2010). The effect of nature of science metacognitive prompts on science students’ content and nature of science knowledge, metacognition, and self-regulatory efficacy. School Science and Mathematics, 110(8), 382–396.

    Article  Google Scholar 

  • Popper, K. R. (1963). Conjectures and refutations: The growth of scientific knowledge. London, UK: Routledge & Kagan Paul.

    Google Scholar 

  • Quine, W. V. (1951). Two dogmas of empiricism. Philosophical Review, 60, 20–43.

    Article  Google Scholar 

  • Riley, J. P., I. I. (1979). The influence of hands-on science process training on preservice teachers’ acquisition of process skills and attitude toward science and science teaching. Journal of Research in Science Teaching, 16, 373–384.

    Article  Google Scholar 

  • Robinson, J. T. (1965). Science teaching and the nature of science. Journal of Research in Science Teaching, 3, 37–50.

    Article  Google Scholar 

  • Rubba, P. A., & Anderson, H. (1978). Development of an instrument to assess secondary school students’ understanding of the nature of scientific knowledge. Science Education, 62(4), 449–458.

    Article  Google Scholar 

  • Russell, C. B., & Weaver, G. C. (2011). A comparative study of traditional, inquiry-based, and research-based laboratory curricula: Impacts on understanding of the nature of science. Chemistry Education Research and Practice, 12(1), 57–67.

    Article  Google Scholar 

  • Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, 2, 80–84.

    Article  Google Scholar 

  • Salloum, S., & Abd-El-Khalick, F. (2010). A study of practical-moral knowledge in science teaching: Case studies in physical science classrooms. Journal of Research in Science Teaching, 47(8), 929–951.

    Google Scholar 

  • Sandoval, W. A., & Morrison, K. (2003). High school students’ ideas about theories and theory change after a biological inquiry unit. Journal of Research in Science Teaching, 40(4), 369–392.

    Article  Google Scholar 

  • Schmuckler, J. S. (2004). Using the history of science to strengthen an understanding of the nature of science. Abstracts of papers of the American Chemical Society, 228(1), 312.

    Google Scholar 

  • Schwartz, R. S., & Lederman, N. G. (2002). “It’s the nature of the beast”: The influence of knowledge and intentions on learning and teaching nature of science. Journal of Research in Science Teaching, 39(3), 205–236.

    Article  Google Scholar 

  • Scott, P. H., Asoko, H. M., & Driver, R. H. (1992). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 310–329). Kiel, Germany: Institute for Science Education at the University of Kiel.

    Google Scholar 

  • Scott, P., Asoko, H., & Leach, J. (2007). Student conceptions and conceptual learning in science. In S. Abell & N. Lederman (Eds.), Handbook of research on science education (pp. 31–56). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Shanahan, M.-C., & Nieswandt, M. (2011). Science student role: Evidence of social structural norms specific to school science. Journal of Research in Science Teaching, 48(4), 367–395.

    Article  Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.

    Article  Google Scholar 

  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22.

    Google Scholar 

  • So, W. M. W., & Ching, N. Y. F. (2011). Creating a collaborative science learning environment for science inquiry at the primary level. Asia-Pacific Education Researcher, 20(3), 559–569.

    Google Scholar 

  • Sweitzer, G. L., & Anderson, R. D. (1983). A meta-analysis of research on science teacher education practices associated with inquiry strategy. Journal of Research in Science Teaching, 20(5), 453–466.

    Article  Google Scholar 

  • Treagust, D. (2007). General instructional methods and strategies. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 373–392). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • van Garderen, D., Hanuscin, D., Lee, E., & Kohn, P. (2012). A collaborative professional development model to meet the needs of diverse learners in K-6 science. Psychology in the Schools, 49(5), 429–443.

    Article  Google Scholar 

  • Vesilind, E. M., & Jones, M. G. (1998). Gardens or graveyards: Science education reform and school culture. Journal of Research in Science Teaching, 35(7), 757–775.

    Article  Google Scholar 

  • Wahbeh, N. (2009). The effect of a content-embedded explicit-reflective approach on inservice teachers’ views and practices related to nature of science. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign, Champaign, IL.

  • Wahbeh, N., & Abd-El-Khalick, F. (2011, September). The primacy of content-embedded teacher understandings of nature of science in impacting instruction. In Paper presented at the biannual conference of the European Science Education Research Association, Lyon, France.

  • Welch, W. W. (1973). Review of the research and evaluation program of the Harvard project physics. Journal of Research in Science Teaching, 10(4), 365–378.

    Article  Google Scholar 

  • Yacoubian, H. A., & BouJaoude, S. (2010). The effect of reflective discussions following inquiry-based laboratory activities on students’ views of nature of science. Journal of Research in Science Teaching, 47(10), 1229–1252.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street, Champaign, IL, 61820, USA

    Fouad Abd-El-Khalick

Authors
  1. Fouad Abd-El-Khalick
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Fouad Abd-El-Khalick.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Abd-El-Khalick, F. Teaching With and About Nature of Science, and Science Teacher Knowledge Domains. Sci & Educ 22, 2087–2107 (2013). https://doi.org/10.1007/s11191-012-9520-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11191-012-9520-2

Keywords

Search

Navigation