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  1. From Science Studies to Scientific Literacy: A View from the Classroom.Douglas Allchin - 2014 - Science & Education 23 (9):1911-1932.
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  • Teaching With and About Nature of Science, and Science Teacher Knowledge Domains.Fouad Abd-El-Khalick - 2012 - Science & Education 22 (9):2087-2107.
    The ubiquitous goals of helping precollege students develop informed conceptions of nature of science and experience inquiry learning environments that progressively approximate authentic scientific practice have been long-standing and central aims of science education reforms around the globe. However, the realization of these goals continues to elude the science education community partly because of a persistent, albeit not empirically supported, coupling of the two goals in the form of ‘teaching about NOS with inquiry’. In this context, the present paper aims, (...)
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  • Neo-liberalism and the End of Liberal Democracy.Wendy Brown - 2003 - Theory and Event 7 (1).
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  • The Commercialization of Science, and the Response of STS.Philip Mirowski & Esther-Mirjam Sent - 2007 - In Edward Hackett, Olga Amsterdamska, Michael Lynch & Judy Wajcman (eds.), The Handbook of Science and Technology Studies. MIT Press. pp. 635-89.
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  • Taking Financial Relationships into Account When Assessing Research.David Resnik & Kevin Elliott - 2013 - Accountability in Research: Policies and Quality Assurance 20 (3):184-205.
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  • New Directions for Nature of Science Research.Gürol Irzik & Robert Nola - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 999-1021.
    The idea of family resemblance, when applied to science, can provide a powerful account of the nature of science (NOS). In this chapter we develop such an account by taking into consideration the consensus on NOS that emerged in the science education literature in the last decade or so. According to the family resemblance approach, the nature of science can be systematically and comprehensively characterised in terms of a number of science categories which exhibit strong similarities and overlaps amongst diverse (...)
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  • Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning.Sibel Erduran & Ebru Z. Mugaloglu - 2013 - Science & Education 22 (10):2405-2425.
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  • The nature of science in science education: An introduction.William F. Mccomas, Hiya Almazroa & Michael P. Clough - 1998 - Science & Education 7 (6):511-532.
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  • (1 other version)The endless transition: A “triple helix” of university–industry–government relations.Henry Etzkowitz & Loet Leydesdorff - 1998 - Minerva 36 (3):203-208.
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  • Introduction: Commercialization of Academic Science and a New Agenda for Science Education.Gürol Irzık & Gurol Irzik - 2013 - Science & Education 22 (10):2375-2384.
    Certain segments of science are becoming increasingly commercialized. This article discusses the commercialization of academic science and its impact on various aspects of science. It also aims to provide an introduction to the articles in this special issue. I briefly describe the major factors that led to this phenomenon, situate it in the context of the changing social regime of science and give a thumbnail sketch of its costs and benefits. I close with a general discussion of how the topic (...)
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  • Science in the Private Interest: Has the Lure of Profits Corrupted Biomedical Research? [REVIEW]Josephine Johnston, Marcia Angell & Sheldon Krimsky - 2004 - Hastings Center Report 34 (5):44.
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  • Reconceptualizing the Nature of Science.María Pilar Jiménez-Aleixandre - 2015 - Science & Education 24 (9-10):1241-1244.
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  • 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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  • The Role of Research Centres in the Collectivisation of Academic Science.Henry Etzkowitz & Carol Kemelgor - 1998 - Minerva 36 (3):271-288.
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  • I Wish I'd Made You Angry Earlier: Essays on Science, Scientists, and Humanity.Max F. Perutz & Max Ferdinand Perutz - 2002 - Oxford University Press USA.
    This collection of essays from Nobel Laureate Max Perutz explores a wide range of scientific and personal topics with insight and lucidity. It includes lively anecdotes about key figures in 20th-century science.
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