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Reconceptualizing the Nature of Science for Science Education
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The main premise of this book is that science education theory and practice will benefit from updated conceptualizations of the nature of science. Underlying notion of this premise is that the contemporary accounts of "Nature of Science (NOS) perspectives in science education have not captured sufficiently recent trends in the characterizations of science, particularly the study of domain-specific aspects of science. For example, the uptake and incorporation of perspectives from philosophy of chemistry - which have shed light on distinct aspects of chemistry from other sciences such as physics and biology - in chemical education has been minimal. This volume argues that in order to enrich science learning environments, teacher education and curriculum design, the concept of NOS needs to be broadened to include aspects of Science Studies the interdisciplinary accounts of science drawing from diverse fields such as philosophy, history, and sociology of science.
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