Reconceptualizing the Nature of Science for Science Education

Scientific Knowledge, Practices and Other Family Categories

  • Sibel Erduran
  • Zoubeida R. Dagher

Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 43)

Table of contents

  1. Front Matter
    Pages i-xix
  2. Sibel Erduran, Zoubeida R. Dagher
    Pages 1-18
  3. Sibel Erduran, Zoubeida R. Dagher
    Pages 19-40
  4. Sibel Erduran, Zoubeida R. Dagher
    Pages 41-65
  5. Sibel Erduran, Zoubeida R. Dagher
    Pages 67-89
  6. Sibel Erduran, Zoubeida R. Dagher
    Pages 91-112
  7. Sibel Erduran, Zoubeida R. Dagher
    Pages 113-135
  8. Sibel Erduran, Zoubeida R. Dagher
    Pages 137-162
  9. Sibel Erduran, Zoubeida R. Dagher
    Pages 163-188
  10. Back Matter
    Pages 189-189

About this book

Introduction

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 on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education.
The volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim—to synthesize perspectives from the fields of philosophy of science and science education. The authors believe that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.

"The book is an important contribution to science education research in terms of advancing our thinking about how to integrate the teaching of NOS in science lessons.”
Professor Doris Jorde, University of Oslo & Norwegian Centre for Science Education, Norway

“By drawing from multidisciplinary studies of science and education, Drs. Erduran and Dagher provide a refreshingly new and comprehensive view of the nature of science and highlight insightful and timely educational implications.”
Professor Gregory J. Kelly, Pennsylvania State University, USA

Keywords

Domain-specificity in scientific inquiry Epistemic practices of science Family Resemblance Approach Generative images of science Heidegger family resemblance NOS Nature of science Philosophy of science Science studies Scientific knowledge Scientific practices science education science learning

Authors and affiliations

  • Sibel Erduran
    • 1
  • Zoubeida R. Dagher
    • 2
  1. 1.Department of Education and Professional StudiesUniversity of LimerickLimerickIreland
  2. 2.School of EducationUniversity of DelawareNewarkUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-94-017-9057-4
  • Copyright Information Springer Netherlands 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-94-017-9056-7
  • Online ISBN 978-94-017-9057-4
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • About this book