Introducing the human elements of science through a context-rich thematic project

Research output: Chapter in Book/Report/Conference proceedingChapter in bookpeer-review


The chapter describes how nature of science (NOS), and especially the human elements of science (i.e., creativity, subjectivity, and influences from sociocultural factors), can be taught to 12-year-old students. An extensive example is provided of how human elements of science were introduced through a thematic project on the topic of “Sugar and Sweeteners.” Throughout the projects, teachers used various contexts and approaches such as a small scale home investigation, readings and discussions of news articles and web-based articles, a panel debate, and planning of a small investigation. A focus on human elements of science as well as highly contextualized teaching means a shift away from traditional school science teaching. Myths about science are challenged at the same time as structures for school science practice are challenged. The detailed example provided here can serve to show that such teaching is possible and thereby become a means in the hard work of breaking traditional patterns of school science teaching that more often strengthen myths of science than challenge them.
Original languageEnglish
Title of host publicationNature of science in science instruction
Subtitle of host publicationrationales and strategies
EditorsWilliam F.
Place of PublicationCham
PublisherSpringer Publishing Company
Number of pages12
ISBN (Electronic)978-3-030-57239-6
ISBN (Print)978-3-030-57238-9
Publication statusPublished - 2020-Aug-25

Publication series

NameScience: Philosophy, History and Education
PublisherSringer, CHam
ISSN (Print)2520-8594
ISSN (Electronic)2520-8608

Swedish Standard Keywords

  • Educational Sciences (503)


Dive into the research topics of 'Introducing the human elements of science through a context-rich thematic project'. Together they form a unique fingerprint.

Cite this