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: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-11-01
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| Series: | Disciplinary and Interdisciplinary Science Education Research |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s43031-019-0002-0 |
| _version_ | 1818331312174399488 |
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| author | Norman G. Lederman Judith S. Lederman |
| author_facet | Norman G. Lederman Judith S. Lederman |
| author_sort | Norman G. Lederman |
| collection | DOAJ |
| description | 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 definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained. |
| first_indexed | 2024-12-13T13:17:51Z |
| format | Article |
| id | doaj.art-f3bcfd3b7f13443e9f324aebd06dc9d0 |
| institution | Directory Open Access Journal |
| issn | 2662-2300 |
| language | English |
| last_indexed | 2024-12-13T13:17:51Z |
| publishDate | 2019-11-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Disciplinary and Interdisciplinary Science Education Research |
| spelling | doaj.art-f3bcfd3b7f13443e9f324aebd06dc9d02022-12-21T23:44:29ZengSpringerOpenDisciplinary and Interdisciplinary Science Education Research2662-23002019-11-01111910.1186/s43031-019-0002-0Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?Norman G. Lederman0Judith S. Lederman1Illinois Institute of TechnologyIllinois Institute of TechnologyAbstract 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 definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.https://doi.org/10.1186/s43031-019-0002-0Nature of scientific knowledgeScientific inquiryResearch on nature of scientific knowledge |
| spellingShingle | Norman G. Lederman Judith S. Lederman Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? Disciplinary and Interdisciplinary Science Education Research Nature of scientific knowledge Scientific inquiry Research on nature of scientific knowledge |
| title | Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? |
| title_full | Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? |
| title_fullStr | Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? |
| title_full_unstemmed | Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? |
| title_short | Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again? |
| title_sort | teaching and learning nature of scientific knowledge is it deja vu all over again |
| topic | Nature of scientific knowledge Scientific inquiry Research on nature of scientific knowledge |
| url | https://doi.org/10.1186/s43031-019-0002-0 |
| work_keys_str_mv | AT normanglederman teachingandlearningnatureofscientificknowledgeisitdejavualloveragain AT judithslederman teachingandlearningnatureofscientificknowledgeisitdejavualloveragain |