Abstract
There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles.
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Notes
In accordance with the research done so far on understanding NOS, it is naive to think that students will learn about NOS by merely handling basic science procedures in class (there is actually evidence that this does not work by Bell, Abd-El-Khalick and others, where they compare explicit and implicit methods).
The authors only presented the relationship of aspects of NOS they had implemented and evaluated within the framework of an educational research project about understanding NOS using the history of science. Obviously, more aspects could have been included, such as the role of mathematization in science, æsthetics in science, science and art, etc.
It is what is known in Vygotsky’s terminology as the Zone of Proximal Development.
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This study was supported by the Ministry of Economy, Industry and Competitiveness (Spain) under grant EDU2017-82505-P.
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García-Carmona, A., Acevedo-Díaz, J.A. The Nature of Scientific Practice and Science Education. Sci & Educ 27, 435–455 (2018). https://doi.org/10.1007/s11191-018-9984-9
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DOI: https://doi.org/10.1007/s11191-018-9984-9