Nature of Science in Science Instruction: Rationales and Strategies

This book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations in the field to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and - most importantly - how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its nature, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The dominant theme of the remainder of the book is a focus on teaching aspects of NOS applicable to a wide variety of instructional environments.

Author: William McComas
Publisher: Springer
Published: 08/25/2021
Pages: 748
Binding Type: Paperback
Weight: 2.35lbs
Size: 9.21h x 6.14w x 1.54d
ISBN13: 9783030572419
ISBN10: 3030572412
BISAC Categories:
- Science | Study & Teaching
- Education | Professional Development
- Science | Philosophy & Social Aspects

About the Author
William F. McComas is a Distinguished Professor and the inaugural holder of the Parks Family Endowed Professorship in Science Education at the University of Arkansas. He is editor of The Language of Science Education and co-author of a new account of The Scopes Monkey Trial.McComas was a Fulbright Fellow at Dublin City University, has been elected a Fellow of the American Association for the Advancement of Science (AAAS), and currently serves as the Editor of the American Biology Teacher. He is the recipient of accolades such as the ASTA Outstanding Mentor and Outstanding Science Teacher Educator awards, and the Ohaus Award for innovations in college science teaching. Bill is particularly proud of the students whose dissertations he chaired, 15 of whom are now professors of science education.