Undergraduate courses on the nature of science (NOS) often involve teaching a set of core elements. Without extensive unpacking and reflection, the complexity of those NOS elements could be easily misinterpreted and oversimplified by the students. Our paper will explain how we teach our Hong Kong university students the NOS by introducing…

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach…