Blending Nature of Science with Science Content Learning

The current literature seems to widely agree that it is important to include nature of science (NOS) in science education as a component that receives explicit attention. This chapter focuses on a specific approach to explicitly teach NOS in a contextuali

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William F. McComas  Editor

Nature of Science in Science Instruction Rationales and Strategies

Science: Philosophy, History and Education Series Editor Kostas Kampourakis, University of Geneva, Geneva, Switzerland Editorial Board Fouad Abd-El-Khalick, The University of North Carolina at Chapel Hill, Chapel Hill, USA María Pilar Jiménez Aleixandre, University of Santiago de Compostela, Santiago de Compostela, Spain Theodore Arabatzis, University of Athens, Athens, Greece Sibel Erduran, University of Oxford, Oxford, UK Martin Kusch, University of Vienna, Vienna, Austria Norman G. Lederman, Illinois Institute of Technology, Chicago, USA Alan C. Love, University of Minnesota - Twin Cities, Minneapolis, USA Michael Matthews, University of New South Wales, Sydney, Australia Andreas Müller, University of Geneva, Geneva, Switzerland Ross Nehm, Stony Brook University (SUNY), Stony Brook, USA Stathis Psillos, University of Athens, Athens, Greece Michael Reiss, UCL Institute of Education, London, UK Thomas Reydon, Leibniz Universität Hannover, Hannover, Germany Bruno J. Strasser, University of Geneva, Geneva, Switzerland Marcel Weber, University of Geneva, Geneva, Switzerland Alice Siu Ling Wong, The University of Hong Kong, Hong Kong, China Michael P. Clough, Texas A&M University, College Station, TX, USA

Scope of the Series This book series serves as a venue for the exchange of the complementary perspectives of science educators and HPS scholars. History and philosophy of science (HPS) contributes a lot to science education and there is currently an increased interest for exploring this relationship further. Science educators have started delving into the details of HPS scholarship, often in collaboration with HPS scholars. In addition, and perhaps most importantly, HPS scholars have come to realize that they have a lot to contribute to science education, predominantly in two domains: a) understanding concepts and b) understanding the nature of science. In order to teach about central science concepts such as “force”, “adaptation”, “electron” etc, the contribution of HPS scholars is fundamental in answering questions such as: a) When was the concept created or coined? What was its initial meaning and how different is it today? Accordingly, in order to teach about the nature of science the contribution of HPS scholar is crucial in clarifying the characteristics of scientific knowledge and in presenting exemplar cases from the history of science that provide an authentic image of how science has been done. The series aims to publish authoritative and comprehensive books and to establish that HPS-informed science education should be the norm and not some special case. This series complements the journal Science & Education http://www.springer. com/journal/11191Book Proposals should be sent to the Publishing Editor at [email protected] More information about this series at

William F. McComas Editor

Nature of Science in Science Instruction Rationales and Strategies

Editor Wi