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  1. A Family Resemblance Approach to the Nature of Science for Science Education.Gürol Irzık, Gurol Irzik & Robert Nola - 2011 - Science & Education 20 (7-8):591-607.
    Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This (...)
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  • Limitations of the Western Scientific Worldview for the Study of Metaphysically Inclusive Peoples.Gerhard P. Shipley & Deborah H. Williams - 2019 - Open Journal of Philosophy 9 (3):295-317.
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  • Enhancing Teachers’ Awareness About Relations Between Science and Religion.Cibelle Silva & Alexandre Bagdonas - 2015 - Science & Education 24 (9-10):1173-1199.
    Educators advocate that science education can help the development of more responsible worldviews when students learn not only scientific concepts, but also about science, or “nature of science”. Cosmology can help the formation of worldviews because this topic is embedded in socio-cultural and religious issues. Indeed, during the Cold War period, the cosmological controversy between Big Bang and Steady State theory was tied up with political and religious arguments. The present paper discusses a didactic sequence developed for and applied in (...)
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  • Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship.Lyn Carter - 2006 - Educational Philosophy and Theory 38 (5):677–691.
    In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ that become useful (...)
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  • The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents.Joanne Olson - 2018 - Science & Education 27 (7-8):637-660.
    Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes, (...)
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  • The Role of Authority in Science and Religion with Implications for Science Teaching and Learning.Mike U. Smith - 2013 - Science & Education 22 (3):605-634.
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  • Understandings of Nature of Science and Multiple Perspective Evaluation of Science News by Non-science Majors.Jessica Shuk Ching Leung, Alice Siu Ling Wong & Benny Hin Wai Yung - 2015 - Science & Education 24 (7-8):887-912.
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  • Explanation and the Nature of Scientific Knowledge.Kevin McCain - 2015 - Science & Education 24 (7-8):827-854.
    Explaining phenomena is a primary goal of science. Consequently, it is unsurprising that gaining a proper understanding of the nature of explanation is an important goal of science education. In order to properly understand explanation, however, it is not enough to simply consider theories of the nature of explanation. Properly understanding explanation requires grasping the relation between explanation and understanding, as well as how explanations can lead to scientific knowledge. This article examines the nature of explanation, its relation to understanding, (...)
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  • Critical constructivism for teaching and learning in a democratic society.Michael Bentley, Stephen C. Fleury & Jim Garrison - 2007 - Journal of Thought 42 (2):9-22.
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  • Worldviews and their relation to science.Gürol Irzik & Robert Nola - 2009 - Science & Education 18 (6-7):729-745.
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  • Science, Worldviews, and Education.Hugh G. Gauch - 2009 - Science & Education 18 (6-7):667-695.
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  • Michael Bentley, Stephen C. Fleury, & Jim Garrison.Michael Bentley - forthcoming - Journal of Thought.
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  • Public Reason and Teaching Science in a Multicultural World: a Comment on Cobern and Loving: “An Essay for Educators…’ in the Light of John Rawls’ Political Philosophy.Albert Zeyer - 2009 - Science & Education 18 (8):1095-1100.
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  • I have chosen another way of thinking.Lena Hansson & Britt Lindahl - 2010 - Science & Education 19 (9):895-918.
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  • Panagiotis V. Kokkotas, Katerina S. Malamitsa and Aikaterini A. Rizaki : Adapting Historical Knowledge Production to the Classroom. [REVIEW]Charbel N. El-Hani & Nei F. Nunes-Neto - 2012 - Science & Education 21 (9):1357-1373.
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  • The Contribution of Ethnobiology to the Construction of a Dialogue Between Ways of Knowing: A Case Study in a Brazilian Public High School.Geilsa Costa Santos Baptista & Charbel Niño El-Hani - 2009 - Science & Education 18 (3-4):503-520.
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