Nature of Science
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The Grammar of Science Open
First published in 1892, this important work by the mathematician Karl Pearson (1857–1936) presents a thoroughly positivist account of the nature of science. Pearson claims that 'the scientific method is the sole gateway to the whole regio…
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Defining sensemaking: Bringing clarity to a fragmented theoretical construct Open
In recent years, science education researchers have increasingly studied the ways in which students “make sense” of science. However, although researchers might all agree intuitively on what it looks like, the literature on sensemaking is …
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Reconceptualizing nature‐of‐science education in the age of social media Open
Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted as essential to scientific literacy and …
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MEMAHAMI HAKIKAT DAN KARAKTERISTIK PEMBELAJARAN BIOLOGI DALAM UPAYA MENJAWAB TANTANGAN ABAD 21 SERTA OPTIMALISASI IMPLEMENTASI KURIKULUM 2013 Open
Education in 21st century is very relevant to the purpose of education in Indonesia. Global era and the integration of technology in education, helped accelerate the synergy of knowledge across disciplines, thus giving birth to a new field…
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Bridging science education and science communication research Open
In some senses, both science education and science communication share common goals. Both seek to educate, entertain and engage the public with and about science. Somewhat surprisingly, given their common goals, they have evolved as dispar…
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An Ethnoscience Study in Chemistry Learning to Develop Scientific Literacy Open
The low scientific literacy index of Indonesian students is due to lack of attention to socio-cultural environment. Also, there are still many contents, the context, and processes in chemistry learning that have not been achieved as learni…
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Student’s Science Literacy in the Aspect of Content Science? Open
The fundamental issue is the growing use of scientific information possessed by students to solve problems in daily life and produce useful scientific source from scientific literacy. The purpose of the research was to analyze and describe…
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Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science Open
It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisi…
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The Scientific Attitude: Defending Science from Denial, Fraud, and Pseudoscience Open
An argument that what makes science distinctive is its emphasis on evidence and scientists' willingness to change theories on basis of new evidence. Attacks on science have become commonplace. Claims that climate change isn't settled scie…
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Redesigning a General Education Science Course to Promote Critical Thinking Open
Recent studies question the effectiveness of a traditional university curriculum in helping students improve their critical thinking and scientific literacy. We developed an introductory, general education (gen ed) science course to overco…
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‘Risky fun’ or ‘Authentic science’? How teachers’ beliefs influence their practice during a professional development programme on outdoor learning Open
Teaching outdoors has been established as an important pedagogical strategy, however science classes rarely take place outside. Previous research has identified characteristics of teachers who have integrated out-of-classroom opportunities…
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Preservice Science Teachers’ Science Teaching Orientations and Beliefs About Science Open
This paper offers clarification of science teacher orientations as a potential component of pedagogical content knowledge. Science teaching orientations and beliefs about science held by 237 preservice science teachers were gathered via co…
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The Role of Critical Thinking in Science Education Open
This review aims to respond various questions regarding the role of Critical Thinking in Science Education from aspects concerning the importance or relevance of critical thinking in science education, the situation in the classroom and cu…
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Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations Open
Developing pre-service science teachers' epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this pro…
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Causation in Science and the Methods of Scientific Discovery Open
Some of the chief goals of science are understanding, explanation, prediction, and application in new technologies. Only if the world has some significant degree of constancy in what follows from what can these activities be conducted with…
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Fostering Today What is Needed Tomorrow: Investigating Students’ Interest in Science Open
This paper investigates the structure of German sixth‐grade students’ interest in science ( N = 474; age 11–12 years) by considering different subject‐related contexts (biology, chemistry, and physics) and different activities. Confirmator…
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Problem-Based Learning And Nature of Science: A Study With Science Teachers Open
Problem-Based Learning, a methodology that builds on problems to develop students' new knowledge, can also be useful in helping students to learn Nature of Science. Prospective science teachers' conceptions regarding Nature of Science and …
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Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study Open
According to previous theories and studies, interest and self-concept at an early age have played a pivotal role in occupational choices, especially in the fields of science, technology, engineering, and mathematics. However, a causal rela…
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The nature of science as a foundation for fostering a better understanding of evolution Open
Misunderstandings of the nature of science (NOS) contribute greatly to resistance to evolutionary theory especially among non-scientific audiences. Here we delineate three extended instructional examples that make extensive use of NOS to e…
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Do We Experience Misconceptions?: An Ontological Review of Misconceptions in Science Open
A misconception is a misunderstanding in connecting a concept with other concepts, between new concepts and old concepts that are already in the minds of students, so that the wrong concepts are formed. Students' conceptions are different …
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Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries Open
Teacher-directed and inquiry-based science instructional practices have been shown to influence students' performance on science assessments. However, only a small body of research has examined the associations of teacher-directed and inqu…
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Secondary school students’ views of nature of science in quantum physics Open
Epistemological and philosophical issues have always been relevant for the foundations of physics, but usually do not find their way into secondary physics classrooms. As an exception to this, the strangeness of quantum physics (QP) natura…
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Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs Open
Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspect…
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A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education Open
The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemi…
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Investigating the Relationship between Pre-Service Teachers' Scientific Literacy, Environmental Literacy and Life-Long Learning Tendency. Open
The study investigates the relationship between pre-service teachers’ scientific literacy (SL) and their environmental literacy (EL). It also seeks significant differences in SL at different levels of a tendency towards life-long learning …
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Nature of Science and Science Content Learning Open
Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to in…
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The effect of teaching the nature of science on students’ acceptance and understanding of evolution: myth or reality? Open
The results of studies of the nature of science (NOS) as a factor that enhances students' understanding of evolution have been inconclusive. Therefore, the main purpose of this study was to test the role of NOS instruction in enhancing stu…
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Butterflies & wild bees: biology teachers’ PCK development through citizen science Open
Citizen science is a rapidly growing emerging field in science and it is gaining importance in education. Therefore, this study was conducted to document the pedagogical content knowledge (PCK) of biology teachers who participated in a cit…
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Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate? Open
This study aims to investigate textbook tasks in the Norwegian school subject Natural sciences and the views of science that the tasks mediate to the pupils. Natural science is an interdisciplinary subject taught in Years 1–11 that include…
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Employing Mabadi ‘Asyroh to Elaborate Nature of Science Open
Nature of science (NoS) is seen as an important component of natural science education nor teaching in school. There are various perceptions of NoS in the science education community. In fact, NoS itself is an ever-changing construct. This…