Nature of Science Contextualized

Studying Nature of Science with Scientists

Suvi Tala, Veli-Matti Vesterinen

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Understanding nature of science (NOS) is widely considered an important
educational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached.
This consensus content is listed as a general statement of science, which students are supposed to understand during their education. Unfortunately, decades of research has demonstrated that teachers and students alike do not possess an appropriate understanding of NOS, at least as far as it is defined at the general level. One reason for such failure might be that formal statements about the NOS and scientific knowledge can really be understood
after having been contextualized in the actual cases. Typically NOS is studied as contextualized in the reconstructed historical case stories. When the objective is to educate scientifically and technologically literate citizens, as well as scientists of the near future, studying NOS in the contexts of contemporary science is encouraged. Such contextualizations call for revision of the characterization of NOS and the goals of teaching about NOS. As a consequence, this article gives two examples for studying NOS in the contexts of scientific practices with practicing scientists: an interview study with nanomodellers considering NOS in the context of their actual practices and a course on nature of scientific modelling for science teachers employing the same interview method as a studying method. Such scrutinization opens rarely discussed areas and viewpoints to NOS as well as aspects that practising scientists consider as important.
Original languageEnglish
JournalScience & Education
Volume24
Issue number4
Pages (from-to)435-457
Number of pages23
ISSN0926-7220
DOIs
Publication statusPublished - 20 Jan 2015
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

Tala, Suvi ; Vesterinen, Veli-Matti. / Nature of Science Contextualized : Studying Nature of Science with Scientists. In: Science & Education. 2015 ; Vol. 24, No. 4. pp. 435-457.
@article{353d24b5b5f747788db761e2ecb4a9b1,
title = "Nature of Science Contextualized: Studying Nature of Science with Scientists",
abstract = "Understanding nature of science (NOS) is widely considered an importanteducational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached.This consensus content is listed as a general statement of science, which students are supposed to understand during their education. Unfortunately, decades of research has demonstrated that teachers and students alike do not possess an appropriate understanding of NOS, at least as far as it is defined at the general level. One reason for such failure might be that formal statements about the NOS and scientific knowledge can really be understoodafter having been contextualized in the actual cases. Typically NOS is studied as contextualized in the reconstructed historical case stories. When the objective is to educate scientifically and technologically literate citizens, as well as scientists of the near future, studying NOS in the contexts of contemporary science is encouraged. Such contextualizations call for revision of the characterization of NOS and the goals of teaching about NOS. As a consequence, this article gives two examples for studying NOS in the contexts of scientific practices with practicing scientists: an interview study with nanomodellers considering NOS in the context of their actual practices and a course on nature of scientific modelling for science teachers employing the same interview method as a studying method. Such scrutinization opens rarely discussed areas and viewpoints to NOS as well as aspects that practising scientists consider as important.",
keywords = "516 Educational sciences",
author = "Suvi Tala and Veli-Matti Vesterinen",
year = "2015",
month = "1",
day = "20",
doi = "10.1007/s11191-014-9738-2",
language = "English",
volume = "24",
pages = "435--457",
journal = "Science & Education",
issn = "0926-7220",
publisher = "Springer Netherlands",
number = "4",

}

Nature of Science Contextualized : Studying Nature of Science with Scientists. / Tala, Suvi; Vesterinen, Veli-Matti.

In: Science & Education, Vol. 24, No. 4, 20.01.2015, p. 435-457.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Nature of Science Contextualized

T2 - Studying Nature of Science with Scientists

AU - Tala, Suvi

AU - Vesterinen, Veli-Matti

PY - 2015/1/20

Y1 - 2015/1/20

N2 - Understanding nature of science (NOS) is widely considered an importanteducational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached.This consensus content is listed as a general statement of science, which students are supposed to understand during their education. Unfortunately, decades of research has demonstrated that teachers and students alike do not possess an appropriate understanding of NOS, at least as far as it is defined at the general level. One reason for such failure might be that formal statements about the NOS and scientific knowledge can really be understoodafter having been contextualized in the actual cases. Typically NOS is studied as contextualized in the reconstructed historical case stories. When the objective is to educate scientifically and technologically literate citizens, as well as scientists of the near future, studying NOS in the contexts of contemporary science is encouraged. Such contextualizations call for revision of the characterization of NOS and the goals of teaching about NOS. As a consequence, this article gives two examples for studying NOS in the contexts of scientific practices with practicing scientists: an interview study with nanomodellers considering NOS in the context of their actual practices and a course on nature of scientific modelling for science teachers employing the same interview method as a studying method. Such scrutinization opens rarely discussed areas and viewpoints to NOS as well as aspects that practising scientists consider as important.

AB - Understanding nature of science (NOS) is widely considered an importanteducational objective and views of NOS are closely linked to science teaching and learning. Thus there is a lively discussion about what understanding NOS means and how it is reached. As a result of analyses in educational, philosophical, sociological and historical research, a worldwide consensus about the content of NOS teaching is said to be reached.This consensus content is listed as a general statement of science, which students are supposed to understand during their education. Unfortunately, decades of research has demonstrated that teachers and students alike do not possess an appropriate understanding of NOS, at least as far as it is defined at the general level. One reason for such failure might be that formal statements about the NOS and scientific knowledge can really be understoodafter having been contextualized in the actual cases. Typically NOS is studied as contextualized in the reconstructed historical case stories. When the objective is to educate scientifically and technologically literate citizens, as well as scientists of the near future, studying NOS in the contexts of contemporary science is encouraged. Such contextualizations call for revision of the characterization of NOS and the goals of teaching about NOS. As a consequence, this article gives two examples for studying NOS in the contexts of scientific practices with practicing scientists: an interview study with nanomodellers considering NOS in the context of their actual practices and a course on nature of scientific modelling for science teachers employing the same interview method as a studying method. Such scrutinization opens rarely discussed areas and viewpoints to NOS as well as aspects that practising scientists consider as important.

KW - 516 Educational sciences

U2 - 10.1007/s11191-014-9738-2

DO - 10.1007/s11191-014-9738-2

M3 - Article

VL - 24

SP - 435

EP - 457

JO - Science & Education

JF - Science & Education

SN - 0926-7220

IS - 4

ER -