Integrating nature of science in science instruction
Introducing a hermeneutic and discussion-based approach
Bibliographic Data
| ID | 21589436 |
|---|---|
| Authors | Seyyed Hedayat Sajadi (0000-0002-5568-8020, Farhangian University, corresponding author) |
| Year | 2025 |
| Pages | 1-20 |
| Publication date | 2025-09-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2553250 |
| OpenAlex | W4414353271 |
| Language | EN |
| References cited | 34 |
While significant progress has been made in integrating the nature of science into science education through conventional approaches, considerable scope remains for further research, particularly in the context of classroom-based instruction and teacher pedagogical design. The present article expounds upon the Hermeneutic and Discussion-based Approach (HDA) for integrating science studies issues into science education, with a particular emphasis on classroom-based instruction. The approach is characterised by its interpretive nature and its focus on implicit content analysis, followed by discussion-based techniques. A laboratory activity is employed to illustrate this method, presenting a case from a physics classroom that has been examined from the perspectives of pedagogy and philosophy of science. The study demonstrated that the method exhibited certain characteristics, including the Content and Teacher Dependency Rule (CTDR), the Freedom of Decision and Action Rule (FDAR), and the No Preference or Priority to any Branches of Science Studies Rule (NPSR). This approach is conducive to the provision of science instruction that is situated, minimalistic, and coherent, encompassing the teaching of science studies tenets
Concept learning · Natural science · Nature of Science · Science education · Science, technology, society and environment education · Scientific Literacy · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Science Education and Pedagogy
Content analysis
The Aim and Structure of Physical Theory
Reconceptualizing the Nature of Science for Science Education
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Reconceptualizing the Nature of Science for Science Education
Changing the Focus
Developing views of nature of science in an authentic context
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
A Family Resemblance Approach to the Nature of Science for Science Education
Situated Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |