Regular disciplinary instruction of introductory physics at high school often misses a holistic perspective of the subject matter, its structure, and hierarchy. We have considered the domain of classical mechanics as taught at school and provided such a perspective in the form of a summative lecture which frames content in the triadic structure…

This study considers the short list of Nature of Science (NOS) features frequently published and widely known in the science education discourse. It is argued that these features were oversimplified and a refinement of the claims may enrich or sometimes reverse them. The analysis shows the need to address the range of variation in each particular…

Physics textbooks often present items of disciplinary knowledge in a sequential order of topics of the theory under instruction. Such presentation is usually univocal, that is, isolated from alternative claims and contributions regarding the subject matter in the pertinent scientific discourse. We argue that comparing and contrasting the…

The paper describes and illustrates the potential of using pictorial artistic images in supporting teaching scientific concepts and the nature of science. In the first part, the case of Giotto's fresco of stigmatization of St. Francis is described within the interpretation of relationship between the figures as between an object and its…

Historical excurse was suggested as a beneficial form of using the history and philosophy of science in the modules of learning materials developed within the History and Philosophy in Science Teaching project. The paper briefly describes the theoretical framework of the produced modules, addressing ontological and epistemological aspects of…