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Complementary Approaches to Teaching Nature of Science: Integrating Student Inquiry, Historical Cases, and Contemporary Cases in Classroom Practice
Author(s) -
ALLCHIN DOUGLAS,
ANDERSEN HANNE MØLLER,
NIELSEN KELD
Publication year - 2014
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21111
Subject(s) - context (archaeology) , science education , mathematics education , philosophy of science , teaching method , pedagogy , sociology , engineering ethics , epistemology , psychology , engineering , history , philosophy , archaeology
Research has now demonstrated that students can learn nature of science concepts variously through student‐led investigations, contemporary cases, and historical cases. Here we articulate more precisely the merits, deficits, and context of each approach and begin to profile how to integrate them as complementary methods. Emphasis now needs to shift to the needs of practicing teachers and the detailed strategies and modes of assessment that make each method effective and manageable in a classroom and institutional context.