Teaching about nature of science (NOS) is considered as an important goal of science education in various countries. Extensive empirical research about how some aspects of NOS can be effectively taught is also available. The most widely adopted conceptualization of NOS is based on a small number of general aspects of NOS, which fall into two…

Discusses how Thomas Kuhn's view of scientific development parallels Piaget's model of conceptual development in childhood. (Author/CCM)

Seeks to identify some of the issues associated with the role of models in scientific explanations. Discusses factors which may influence the way that those explanations are understood and the judgment of their appropriateness by the various audiences involved. Contains 55 references. (DDR)

Argues that the nature of science has not been emphasized effectively in the professional training of scientists in Pakistan. Describes how the development of science-process skills, an inquiry approach, and constructive learning is delayed. (DDR)

Proposes a socioconstructivist environmental education. Explains that the challenge of environmental education is to enable students to gain a more complex representation of the sciences. Contains 35 references. (DDR)

In science teaching, Aristotelian physics is often presented in a fragmentary and oversimplified way which distorts the true meaning of Aristotelian concepts. Discusses some mistakes that originate from a partial reading of Aristotle's work. Contains 32 references. (Author/WRM)

Beginning secondary students find it easier to express their understanding of scientific evidence verbally rather than in writing. Concludes that much work can be done to improve the critical nature of the dialog pupils enter into in their written work, thus making their level of procedural understanding more clear. Contains 27 references.…

Socrates' contention was that the sophist misconstrues the sphere of ethics. Although the sophist presents a systematized moral world, no experience is implied. This can be applied to the new professionalism in the teaching of ethics. Loosening the creative tension of perceived responsibility effectively closes down the real moral decision. The…