Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature addressing socio-scientific and historical controversies in science, less has been paid to the teaching of contemporary scientific controversies. Using semi-structured qualitative interviews with 18 teachers at different career stages in (...) England, we investigated teachers’ social representations of scientific controversies using the discourse of the collective subject. We found a lack of controversy in teachers’ responses. Whilst scientific controversies were seen as an essential feature of how science works, they were not viewed as essential in science education and were represented as a distraction and dealt with informally, outside the planned curriculum and in response to students’ questions. Subject knowledge was considered a barrier. We argue that teaching about carefully selected scientific controversies has the potential to contribute to teachers’ and students’ understandings of science and the nature of science. There are perceived to be few opportunities for teachers to exercise this in the English context. We suggest how the collective subject discourses might be used to open up a discussion about teaching controversies in professional learning situations. Materials to stimulate discussion of scientific controversies could be useful in future curriculum development in science, but these would need to address the barriers of subject knowledge, access to literature and conflict with assessment-related priorities and a perceived need to advocate for trust in science. (shrink)

The cis-regulatory hypothesis is one of the most important claims of evolutionary developmental biology. In this paper I examine the theoretical argument for cis-regulatory evolution and its role within evolutionary theorizing. I show that, although the argument has some weaknesses, it acts as a useful example for the importance of current scientific debates for science education.

This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in the decade of 1970. From 1980 (...) onwards, the importance of this approach became widely accepted, and the subject became a common theme of dissertations and theses, appearing in conferences and educational journals. Since 1998, the use of history and philosophy of science was included among the government recommendations for secondary school science teaching in Brazil. Nowadays, this is an important line of research in graduate programs on science and mathematics education. However, the actual use of this approach in secondary education is still a desideratum. (shrink)

As part of a teacher training project, 16 future chemistry teachers participated in a dramatisation activity, in which they discussed a controversy concerning an event from the history of science: the awarding of the Nobel Prize in Chemistry to Fritz Haber in 1918. Preparations for the role-play activity, the dramatisation of the mock trial, and the subsequent discussions were video-recorded. We also collected the written material produced by the pre-service teachers and the reflective journals they produced during their involvement with (...) the activity. This article discusses the contributions of such an experience to future teachers’ knowledge on aspects related to both nature of science and argumentation, as well as to their views on their future actions related to authentic teaching of and about science. The results show that such contributions were meaningful. (shrink)

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the contributions of scientists addressing similar or the same subject could not only enrich the picture of scientific enterprise, but also possess a special appealing power promoting genuine understanding of the concept considered. This (...) approach draws on the historical tradition from Plutarch in distant past and Koyré in the recent history and philosophy of science. It gains a new support in the discipline–culture structuring of the physics curriculum, seeking cultural content knowledge of the subject matter. Here, we address two prominent individuals of Italian Renaissance, Leonardo and Galileo, in their dealing with issues relevant for introductory science courses. Although both figures addressed similar subjects of scientific content, their products were essentially different. Considering this difference is educationally valuable, illustrating the meaning of what students presently learn in the content knowledge of mechanics, optics and astronomy, as well as the nature of science and scientific knowledge. (shrink)

This paper addresses the question of how scientists determine which type of hypothesis is most suitable for tackling a particular problem by examining the historical case of the anomalous β spectrum in early nuclear physics, a puzzle that occasioned the most diverse hypotheses amongst physicists at the time. It is shown that such determinations are most often implicitly informed by scientists' individual perspectives on the structural relations between the various elements of the theory and the problem at hand. In addition (...) to this main result, it is suggested that Wolfgang Pauli's neutrino idea may well have been an adaptation of Ernst Rutherford's original and older neutron idea, which would provide evidence that the adaptation of older ideas is a more common practice than is often thought. (shrink)