As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

Although there has been considerable focus on the underrepresentation of minorities in science, technology, engineering, and mathematics (STEM) disciplines and the need for science instruction that fosters diversity, much of the associated effort has focused on the goal of diversity and tended to assume that science and science learning are…

There is evidence that science teachers give naive responses to direct questions about the nature of science. However, there is also evidence that such responses underpredict the more sophisticated knowledge that teachers may use in classroom situations. The purpose of this study was to characterize the informal ideas used by teachers in…

Describes the division of universalists and multiculturalists over the question of the nature of science. Universalists maintain that science has a universal essence and western modern science is the paradigm example of such science. Multiculturalists appeal to the disunity of science thesis to undermine the view that all sciences must have a…

Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's…

Analyzes how educators currently frame historical stories to portray the process of science. Discusses the importance of narratives of error and recovery from error in illustrating the nature of science and its limits. Emphasizes history that conveys the nature of science effectively. (Author/KHR)