Nature of Science in Science Instruction

1. Front Matter

   Pages i-xxiv

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2. Nature of Science in Science Teaching and Learning: Introduction

   1. Front Matter

      Pages 1-1

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   2. Nature of Science in Science Instruction: Meaning, Advocacy, Rationales, and Recommendations

      • William F. McComas, Michael P. Clough

      Pages 3-22

   3. Considering a Consensus View of Nature of Science Content for School Science Purposes

      • William F. McComas

      Pages 23-34

   4. Principal Elements of Nature of Science: Informing Science Teaching while Dispelling the Myths

      • William F. McComas

      Pages 35-65

   5. Nature of Science and Classroom Practice: A Review of the Literature with Implications for Effective NOS Instruction

      • William F. McComas, Michael P. Clough, Noushin Nouri

      Pages 67-111

3. Nature of Science Instruction: Foundation Knowledge for Nature of Science Instruction

   1. Front Matter

      Pages 113-113

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   2. Beyond Experiments: Considering the Range of Investigative and Data-Collection Methods in Science

      • Sandra Sturdivant West, Susan Schwinning, Alexis D. Denn

      Pages 115-125

   3. Exchanging the Myth of a Step-by-Step Scientific Method for a More Authentic Description of Inquiry in Practice

      • Rebecca Reiff-Cox

      Pages 127-139

   4. Exploring the Challenges and Opportunities of Theory-Laden Observation and Subjectivity: A Key NOS Notion

      • William F. McComas

      Pages 141-157

   5. Distinguishing Science, Engineering, and Technology

      • Gerald Rau, Allison Antink-Meyer

      Pages 159-176

4. Teaching About Nature of Science: Generalized Instructional Perspectives

   1. Front Matter

      Pages 177-177

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   2. The Use of Metacognitive Prompts to Foster Nature of Science Learning

      • Erin E. Peters-Burton, Stephen R. Burton

      Pages 179-197

   3. Teaching Nature of Science Through a Critical Thinking Approach

      • Hagop A. Yacoubian

      Pages 199-212

   4. The Nature of Science Card Exchange: Introducing the Philosophy of Science

      • William W. Cobern, Cathleen Loving

      Pages 213-222

   5. Reflecting on Nature of Science Through Philosophical Dialogue

      • Lynda Dunlop, Jelle de Schrijver

      Pages 223-237

   6. Preparing Science Teachers to Overcome Common Obstacles and Teach Nature of Science

      • Michael P. Clough, Benjamin C. Herman, Joanne K. Olson

      Pages 239-251

   7. Perspectives for Teaching About How Science Works

      • Fred Janssen, Hanna Westbroek, Ilse Landa, Britt van der Ploeg, Jacqueline Muijlwijk-Koezen

      Pages 253-269

   8. Framing and Teaching Nature of Science as Questions

      • Michael P. Clough

      Pages 271-282

   9. Using Real and Imaginary Cases to Communicate Aspects of Nature of Science

      • David Boersema

      Pages 283-294

This book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.

• philosophy of science
• science curriculum
• teacher education
• instructional strategies
• science teaching
• NOS
• Nature of Science
• science classroom
• history of science
• science instruction
• Science Teacher Education
• Philosophy of Science
• History and Philosophy of Science
• Science Learning

• College of Education & Health Professions, University of Arkansas, Fayetteville, USA

  William F. McComas

William F. McComas is a Distinguished Professor and the inaugural holder of the Parks Family Endowed Professorship in Science Education at the University of Arkansas. He is editor of The Language of Science Education and co-author of a new account of The Scopes Monkey Trial.McComas was a Fulbright Fellow at Dublin City University, has been elected a Fellow of the American Association for the Advancement of Science (AAAS), and currently serves as the Editor of the American Biology Teacher. He is the recipient of accolades such as the ASTA Outstanding Mentor and Outstanding Science Teacher Educator awards, and the Ohaus Award for innovations in college science teaching.  Bill is particularly proud of the students whose dissertations he chaired, 15 of whom are now professors of science education.

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