Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers' skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

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Individuals are increasingly relying on social media as their primary source of scientific information. Science education needs to adapt. Nature of science (NOS) education is already widely accepted as essential to scientific literacy and to an informed public. We argue that NOS now needs to also include the NOS communication: its mediation, mechanisms, and manipulation. Namely, students need to learn about the epistemics of communicative practices, both within science (as a model) and in society. After profiling the current media landscape, we consider the implications of recent major studies on science communication for science education in the 21st century. We focus in particular on communicative patterns prominent in social media: algorithms to aggregate news, filter bubbles, echo chambers, spirals of silence, falseconsensus effects, fake news, and intentional disinformation.We claim that media literacy is now essential to a complete view of the NOS, or "Whole Science." We portray that new content as an extension of viewing science as a system of specialized experts, with mutual epistemic dependence, and the social and communicative practices that establish trust and credibility. K E Y W O R D S media literacy, nature of science, science media literacy, social media ---This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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The article examines the question of authenticity of scientific experimentation in science teaching and learning. An analysis of recent findings from research about experimentation in science will be compared with the often pre-structured learning environments in science education. It turns out that the epistemic strategy of scientific experimentation in any case does not resemble a "machine" to produce right answers. A variety of experimental strategies in science will be presented. Experiments have a productive life of their own. The materiality of instruments and objects as well as practical manipulations is of great importance in science. The goal of experimentation in science can be understood as striving for congruence between experimental practices and theoretical assumptions. While an experiment is performed, such congruence has not yet been successfully established. Testing hypotheses is only one experimental strategy among others. If experimentation in classrooms should have anything in common with experimentation in scientific research, a more complex idea of experimentation has to be established in the discourse of science education.Keywords experiment · epistemology · sociology of science · history of science · authenticity Der folgende Beitrag versucht wesentlich auf Basis wissenschaftstheoretischer und historischer Befunde der aktuellen fachdidaktischen Diskussion über das Experimentieren im naturwissenschaftlichen Unterricht einen normativen Aspekt hinzuzufügen. Unter der Prämisse, dass UnterZusammenfassung Der Artikel geht der Frage der Authentizität des naturwissenschaftlichen Experimentierens im Unterricht nach. Als Vergleichsfolie zu den oft stark vorstrukturierten Lernumgebungen des Unterrichts dient eine Analyse der jüngeren Befunde der Wissenschaftsforschung über Experimentieren. Es zeigt sich, dass die epistemische Strategie des Experimentierens in keinem Fall einer "Antwortmaschine" gleicht. Es lässt sich eine Vielzahl von Experimentalstrategien identifizieren, die der Artikel systematisiert. Experimente führen ein produktives Eigenleben. Der Materialität von Instrumenten und Objekten und dem praktisch-manuellen Handeln kommt große Bedeutung zu. Das Ziel des Experimentierens lässt sich eher darin verstehen, die Materialität des Experiments, Handeln und theoretische Annahmen in Kongruenz zu bringen. Experimentieren ist ein Prozess, in dem diese Kongruenz gerade noch nicht erfolgreich hergestellt worden ist. Hypothesen zu testen ist nur eine von vielen experimentellen Strategien. Wenn Experimentieren in Schule und Forschung überhaupt etwas miteinander zu tun haben sollen, bedarf es eines komplexeren Experiment-Begriffs als es im fachdidaktischen Diskurs zurzeit der Fall ist.

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