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.
|Titel på värdpublikation||Nature of science in science instruction|
|Undertitel på värdpublikation||rationales and strategies|
|Förlag||Springer Publishing Company|
|Status||Publicerad - 2020-aug.-25|
|Namn||Science: Philosophy, History and Education|
- Utbildningsvetenskap (503)