Nature of Science for Social Justice (Science: Philosophy, History and Education)

This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice. Chapter “Nature of Science for Social Justice: Why, What and How?” is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com "This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice. The collection of chapters found in the book, Nature of Science for Social Justice, weave a rich tapestry of compelling reasons for extending the boundaries of teaching and learning the nature of science. This book is unique in that it addresses how and why NOS is a tool for inclusivity. Learning epistemic knowledge is good for social reasons, not just academic reasons. I believe this book will refocus the NOS discussion into a realm that has been needed for many years. - Erin Peters-Burton - Donna R. and David E. Sterling Endowed Professor in Science Education, George Mason University, USA The past couple of decades have seen an explosion of writing in science education about both the Nature of Science and Social Justice. However, the literature that examines the interrelationships between these two important concepts has been surprisingly sparse - until now. In this volume, which is much more coherent than most edited collections, an impressively diverse group of authors from around the world have produced a wonderful collection of insightful chapters. This book should help define the field. I learnt a great deal from reading it. Michael J. Reiss - Professor of Science Education, UCL Institute of Education, London, UK." -- prové de l'editor "This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice."--Back cover. "The collection of chapters found in the book, Nature of Science for Social Justice, weave a rich tapestry of compelling reasons for extending the boundaries of teaching and learning the nature of science. This book is unique in that it addresses how and why NOS is a tool for inclusivity. Learning epistemic knowledge is good for social reasons, not just academic reasons. I believe this book will refocus the NOS discussion into a realm that has been needed for many years." --Erin Peters-Burton - Donna R. and David E. Sterling Endowed Professor in Science Education, George Mason University, USA. "The past couple of decades have seen an explosion of writing in science education about both the Nature of Science and Social Justice. However, the literature that examines the interrelationships between these two important concepts has been surprisingly sparse - until now. In this volume, which is much more coherent than most edited collections, an impressively diverse group of authors from around the world have produced a wonderful collection of insightful chapters. This book should help define the field. I learnt a great deal from reading it." Michael J. Reiss - Professor of Science Education, UCL Institute of Education, London, UK This edited volume brings closer two contemporary science education research areas: Nature of Science (NOS) and Social Justice (SJ). It starts a dialogue on the characteristics of NOS for SJ with the purpose of advancing the existing discussion and creating new avenues for research. Using a variety of approaches and perspectives, the authors of the different chapters engage in a dialogue on the construct of NOS for SJ, its characteristics, as well as ways of addressing it in science classrooms. Issues addressed are related to why a school science aiming at SJ should address NOS; what NOS-related content, skills and attitudes form the basis when aiming at SJ; and how school science can address NOS for SJ. Through a set of theoretical and empirical chapters, the authors suggest answers, but they also pose new questions on what NOS for SJ can mean, and what issues need to be taken into consideration in future research and practice. The collection of chapters found in the book, Nature of Science for Social Justice, weave a rich tapestry of compelling reasons for extending the boundaries of teaching and learning the nature of science. This book is unique in that it addresses how and why NOS is a tool for inclusivity. Learning epistemic knowledge is good for social reasons, not just academic reasons. I believe this book will refocus the NOS discussion into a realm that has been needed for many years. - Erin Peters-Burton - Donna R. and David E. Sterling Endowed Professor in Science Education, George Mason University, USA The past couple of decades have seen an explosion of writing in science education about both the Nature of Science and Social Justice. However, the literature that examines the interrelationships between these two important concepts has been surprisingly sparse - until now. In this volume, which is much more coherent than most edited collections, an impressively diverse group of authors from around the world have produced a wonderful collection of insi ghtful chapters. This book should help define the field. I learnt a great deal from reading it. Michael J. Reiss - Professor of Science Education, UCL Institute of Education, London, UK Front Matter ....Pages i-xvii Nature of Science for Social Justice: Why, What and How? (Lena Hansson, Hagop A. Yacoubian)....Pages 1-21 From Nature of Science to Social Justice: The Political Power of Epistemic Lessons (Douglas Allchin)....Pages 23-39 Balancing the Epistemic and Social Realms of Science to Promote Nature of Science for Social Justice (Zoubeida R. Dagher)....Pages 41-58 Capitalism, Nature of Science and Science Education: Interrogating and Mitigating Threats to Social Justice (J. Lawrence Bencze, Lynette C. Carter)....Pages 59-78 Political Entanglement and the Changing Nature of Science (Jesse Bazzul)....Pages 79-95 Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education (Sibel Erduran, Ebru Kaya, Lucy Avraamidou)....Pages 97-113 A Discursive Analysis of Relationships Between Nature of Science and Citizenship Education: The Case of Brazilian Science Textbook Evaluation Policies (Rita Vilanova, Isabel Martins)....Pages 115-135 Teaching About Sciences in/for the Global South: Lessons from a Case Study in a Brazilian Classroom (Cristiano B. Moura, Iamni Torres Jager, Andreia Guerra)....Pages 137-155 Tapping the Potential of Ubuntu for a Science that Promotes Social Justice and Moral Responsibility (Meshach B. Ogunniyi)....Pages 157-176 Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from Two Projects in Lower Secondary Schools in Norway (Stein Dankert Kolstø)....Pages 177-199 Social Images of Science and of Scientists, and the Imperative of Science Education for All (Agustín Adúriz-Bravo, Alejandro P. Pujalte)....Pages 201-224 Images of Scientists in Textbooks Aimed at Students in Need of Supplemental Support – An Analysis of Adjustments (Lena Hansson, Lotta Leden)....Pages 225-243 Turning Unwanted Stereotypes about Scientists into Nature of Science Learning Experiences that Foster Social Justice (Hagop A. Yacoubian)....Pages 245-257 Back Matter ....Pages 259-259