Reconceptualizing the Nature of Science for Science Education Scient
Prompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw
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Sibel Erduran Zoubeida R. Dagher
Reconceptualizing the Nature of Science for Science Education Scientific Knowledge, Practices and Other Family Categories
Reconceptualizing the Nature of Science for Science Education
Contemporary Trends and Issues in Science Education VOLUME 43 SERIES EDITOR Dana Zeidler, University of South Florida, Tampa, USA
FOUNDING EDITOR Ken Tobin, City University of New York, USA
EDITORIAL BOARD Fouad Abd El Khalick, University of Illinois at Urbana-Champaign, USA Marrisa Rollnick, University of the Witwatersrand, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry Yore, University of Victoria, British Columbia, Canada HsingChi von Bergmann, University of Calgary, Canada Troy D. Sadler, University of Missouri, Columbia, USA Michael P. Clough, Iowa State University, Ames, IA, USA
SCOPE The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues connected to science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the field is found in this series. Accordingly, authoritative works based on empirical research and writings from disciplines external to science education, including historical, philosophical, psychological and sociological traditions, are represented here.
More information about this series at http://www.springer.com/series/6512
Sibel Erduran • Zoubeida R. Dagher
Reconceptualizing the Nature of Science for Science Education Scientific Knowledge, Practices and Other Family Categories
Sibel Erduran Department of Education and Professional Studies University of Limerick Limerick, Ireland
Zoubeida R. Dagher School of Education University of Delaware Newark, DE, USA
ISSN 1878-0482 ISSN 1878-0784 (electronic) ISBN 978-94-017-9056-7 ISBN 978-94-017-9057-4 (eBook) DOI 10.1007/978-94-017-9057-4 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2014947967 © Springer Netherlands 2014 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained thro
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