Numerous studies have shown that teaching the history and philosophy of science (POS) can help improve senior high school students' scientific literacy. The history of science is usually taught in school science lessons by reference to particular cases, experiments, and scientists. In contrast, the POS -- that is, the study of general and…

Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning-making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by…

This study employed a convergent parallel mixed-method design to examine the teaching beliefs of secondary school teachers and determine the relationship between their scientific epistemological beliefs and pedagogical approaches. Semi-structured interviews were utilized to explore teachers' teaching beliefs, while quantitative analysis involved a…

This study examines the characteristics of students' arguments when they are confronted with scientific claims. A qualitative single-case study was conducted to investigate the problem. Data were collected through observations and interviews, using the convenient sampling method in a tenth-grade (n=9) class in Norway. Audio recordings captured the…

Developing students' understanding of and about science is an important educational goal. Learning the nature of science (NOS) has been recognized as a critical component of science literacy, affecting how students (our future citizens) make informed decisions. Textbooks can be useful teaching materials if the content presented aligns with…

This report includes the analysis of three chemistry textbooks in high schools in Iran for representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The results indicated that NOS…

This article presents results of research analysing the views on the nature of science (NOS) among primary and secondary teachers working in state schools in two different cities in Colombia. Previous studies have reported that science teachers maintain 'eclectic' epistemological perspectives on science; in this article, we test if such hypothesis…

This article aims to examine the impact of neoliberal policies on universities, focusing particularly on the concepts of academic capitalism and academic autonomy, and to conduct a comprehensive discussion to understand how scientific knowledge production has been affected by this process. Since the Bologna Process, universities have adopted a…

Science education scholars agree that it is important for teachers to be prepared to teach science as more than facts and information. Part of this preparation is understanding the nature, history, and philosophy of science and its impact on scientific knowledge. However, research has shown that science teachers are often unfamiliar with the ideas…

Social realist theorising about curriculum and social justice in higher education has emphasised the importance of providing equity of epistemic access to powerful knowledge. However, there has been little discussion about what constitutes powerful knowledge and how students can use it for social good. In the science disciplines, the traditional…

Throughout the world scientific reasoning (SR) is a valuable and desirable ability to gain deeper understanding of science in all grade level. In the current study, we first adapted the SPR-I (7) which consists of seven items with three sub-dimensions as the experimentation, the understanding the nature of science (NOS) and the data…

This study aims to investigate the effect of the teaching model developed for hot conceptual change on middle school 7th-grade students' understanding of the Nature of Science (NOS) aspects. In this qualitative and exploratory study, activities were carried out with 24 students of two classes in a village school in the South Marmara region using a…

This study investigates the process of students' metacognitive learning about homeostasis, a fundamental biological principle. The research aimed to determine how the metacognitive awareness learning approach (MCLA) affects student perceptions of homeostasis. The research participants were 146 Israeli 10th-grade students (ages 15-16) who were…

This study investigated the impact of teaching materials developed using the reconceptualized family resemblance approach to the nature of science (RFN) on pre-service chemistry teachers views about the nature of science (NOS). The materials were based on the book "Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life" by…

Background: The views of the nature of science (VNOS) is one of the important goals of science education. According to information processing constructivism, learners' psychological factors that may influence VNOS include scientific argumentation (SA), metacognition (MC) and epistemic beliefs (EB). Purpose: This mixed-methods study aims to analyse…