Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?
Abstract This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted defi...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2019-11-01
|
| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-019-0002-0 |