This paper aimed to examine the changes in the representations of nature of science (NOS) in Chinese senior high school chemistry textbooks under the influence of the new curriculum ideas. The study was conducted based on an analytical framework in which the aspects of NOS, the approaches to address NOS, and the content relation of NOS aspects…

It is 157 years since Mendel presented his results on hybridisation in peas to the Brünn Society for Natural Science. The discipline of genetics has dramatically changed since then, with technological advancements revealing multifactorial causation and trait variability. Whilst none of this complexity featured in the discovery of classical…

New developments in the field of biomedicine can have extensive implications for society. To steer research efforts in a responsible direction, biomedical scientists should contribute to a forward-looking ethical, and societal evaluation of new developments. However, the question remains how to equip students sufficiently with the skills they need…

In this article, we analyze images from the book "Our Friend the Atom," written by the astrophysicist Heinz Haber in 1957 and developed in the Disney Science Department. In addition to analyzing the work, we investigate its relevance for science education. After the US attack on two Japanese cities with atomic bombs, there was a…

How nature of scientific knowledge (NOSK) or nature of science (NOS) and scientific inquiry (SI) are contextualized, or related to each other, significantly impacts both curriculum and classroom practice, specifically with respect to the teaching and learning of NOSK. NOS and NOSK are considered synonymous here, with NOSK more accurately conveying…

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and…

Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school…

This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action (e.g., it can provide…

We review the state of genetics instruction in the United States through the lens of backward design, with particular attention to the goals and assessments that inform curricular practice. An analysis of syllabi and leading textbooks indicates that genetics instruction focuses most strongly on foundations of DNA and Mendelian genetics. At the…

In this paper, we trace the work of some philosophers of chemistry to draw some implications for the improvement of chemical education. We examine some key features of chemical knowledge, and how these features are relevant for school chemistry teaching and learning. In particular, we examine Laszlo's ("Foundations of Chemistry"…

This paper scrutinizes the contribution of Romulo de Carvalho to the development of the Portuguese science curriculum, arguing that it was critically informed by his lifetime inclination to the humanities. It focuses on a particular historical event: the 1948 chemistry programme for the secondary school "Liceus". The paper briefly…

For quite some time, many EU and Italian Ministry of Education official documents have warmly suggested the introduction of the history and the philosophy of science in the teaching of science disciplines at school. Accordingly, there is a shared agreement between pedagogists and science historians about the efficacy of this approach towards an…

Science educators and classroom teachers often present idealized descriptions of science and religion that reflect our own misunderstandings. These generalizations are often over-simplified and inaccurate and can compound misunderstandings of both domains. The first half of this paper presents an in-depth analysis of authority issues and aims to…

A variety of different arguments have been offered for teaching "both sides" of the evolution/ID debate in public schools. This article reviews five of the most common types of arguments advanced by proponents of Intelligent Design and demonstrates how and why they are founded on confusion and misunderstanding. It argues on behalf of teaching…

Like many readers of this journal, I have long been an advocate of having science students introduced to philosophy of science. In particular, influenced by the Philosophy for Children movement founded by Matthew Lipman, I have advocated such an introduction as early as possible and have championed early secondary school as an appropriate place.…