Speaker
Description
This study explores an innovative approach to teaching the Nature of Science (NoS) and the Nature of Scientific Inquiry (NOSI), addressing both well-established and often-overlooked aspects in educational research. Through a lesson plan structured around experimental activities and historical reflections, following an explicit and reflective approach, the aim is to develop students' teachers' understanding of scientific knowledge construction, uncertainty, inference, the provisional nature of theories, and the role of models. Using the historical figure of Galileo, the article examines the scientific method, the importance of the scientific community, and the self-correcting nature of science. This contextualized, reflective, and historical curriculum approach has enhanced students' teachers' understanding of science and fostered meaningful learning, as evidenced by its application over recent years
| Education level | Pre-service and in-service teacher education |
|---|---|
| Physics topic | Interdisciplinary topics |
| Research focus | Metacognition |
| Research method | Educational design research (Qualitative research) |
