2009
DOI: 10.1080/09500690903104465 View full text |Buy / Rent full text
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Abstract: This research study sought to identify prominent features of the nature of science (NOS) embedded in authentic scientific inquiry. Fourteen well-established scientists from different parts of the world, working in experimental or theoretical research, in both traditional fields such as astrophysics and rapidly growing research fields such as molecular biology, participated as the informants of the study. The descriptions of their practices revealed eight prominent categories of NOS features. In an earlier pape… Show more

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“…In the education literature, there is a little disagreement, if any, about the importance of NOS concepts to be a part of science instruction given in the classrooms. On the other hand, no consensus about the genuine character of science exists among scholars from different disciplines in the academia (Lederman, Lederman & Antink, 2013;Wong & Hodson, 2010). The books written historically by the prominent philosophers of science (e.g.…”
Section: Introductionmentioning
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“…In the education literature, there is a little disagreement, if any, about the importance of NOS concepts to be a part of science instruction given in the classrooms. On the other hand, no consensus about the genuine character of science exists among scholars from different disciplines in the academia (Lederman, Lederman & Antink, 2013;Wong & Hodson, 2010). The books written historically by the prominent philosophers of science (e.g.…”
Section: Introductionmentioning
“…In research studies on NOS, sociocultural and subjective aspects of NOS have either been less emphasized than other aspects or less progress has been made regarding teachers' or students' understanding (Wong and Hodson 2010). Thus, they have been considered as particularly difficult and abstract to deal with both for teachers and students .…”
Section: Sociocultural and Subjective Aspects Of Sciencementioning
“…Scientists' perspectives have then been used as a starting point for discussions regarding NOS in science education. The different studies by Wong and Hodson (2010) and Schwartz and Lederman (2008) showed that scientists' perspectives were bound to individual context rather than discipline. These findings were used differently in the two studies.…”
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“…Instead, similar to most research on NOS, the goal is to accomplish functional literacy . Another argument is that the tenets describe science in a too general and unspecific way with regards to the specificities of different contexts and scientific disciplines (Ault & Dodick, 2010;Wong & Hodson, 2010). The differences between scientific disciplines go well beyond the practicalities of how things are done, to also include discourses and epistemological underpinnings (Rudolph, 2000;Knorr-Cetina, 1999;Schizas et al, 2016).…”
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