Science Education International

Vol. 25, Issue 1, 2014, 933-111

Beyond Nature of Science: The Case for Reconceptualising

‘Science’ for Science Education
SIBEL ERDURAN*
ABSTRACT: In this paper, I argue that contemporary accounts of nature of
science (NoS) are limited in their depiction of ‘science’ and that new perspectives
are needed to broaden their characterisation and appeal for science education. In
particular, I refer to the role of interdisciplinary characterisations of science in
informing the theory and practice of science teaching and learning. After a brief
review on the reconceptualization of NoS from a range of perspectives, namely
philosophy of science, socio-political accounts of science (in the context of
colonial science), linguistics and anthropology, I will focus on philosophical and
economical characterisation of science, drawing out some implications for
science education. A predominant part of my argument will be theoretical in
nature with some pedagogical applications in the context of an empirical project
conducted in Istanbul, Turkey and co-funded by TUBITAK and Marie Curie Co-
fund Brain Circulation Scheme. I will conclude with broader implications of
interdisciplinary studies on science for science education research and practice.

KEY WORDS: nature of science, interdisciplinary, science teaching, learning

INTRODUCTION

This paper is based on a keynote lecture delivered at the IOSTE Eurasia

Regional Symposium which took place at Antalya, Turkey in 2013. The
conference took place at the Titanic Hotel. As a concept, the hoteliers
took the original Titanic, the ship, to custom the decor and the theme of
this hotel. The Titanic can also have various other interpretations from a
range of perspectives. Consider for instance an engineer’s rendition of the
structural features of the ship. Or a historian’s attempt to map out the life
stories of the people who perished in the sinking disaster. One would of
course also not amiss the Hollywood movie version with the iconic image
of young lovers at the edge of the deck. Whichever version of the Titanic
you aim to pursue will require a different approach, a nuance in
interpretation. A hotelier’s version will borrow some thematic elements,
yet it will be different from that of an engineer’s. Yet all of these
interpretations rely on the approximation of a particular ship with a wealth

* University of Bristol, United Kingdom & Bogazici University, Turkey,

[email protected]
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of history. In this paper based on my plenary at the IOSTE conference, I

will treat science in a similar vein in addressing some fundamental
questions: What is science? Who should be consulted in answering the
question? What should be included of science in science education? In
drawing this analogy, I will appeal to the notion of multiplicity in
characterisation, and approximation of a nuanced version of science for
particular educational goals.
The key area of research in science education that targets the above
questions is Nature of Science (NoS). I will argue that contemporary
accounts of NoS are limited in their depiction of science, primarily
because of their positivist undertones. Furthermore, I will argue that only
do the NoS consensus view is outdated in its characterisation from a
philosophical perspective on science, but also that it is limited in drawing
out theoretical perspectives on science that target understanding from a
range of perspective including socio-political and economical
perspectives. I will make the case that what is needed for NoS studies to
be more use for science education is an interdisciplinary perspective on
science such that the diversity of needs and contexts of the science
teaching and learning environments can be met. I will initially provide an
overview of what I mean by “interdisciplinary” by briefly drawing on
theoretical perspectives on science namely from philosophy of science,
socio-political studies of science (e.g. colonical science), linguistics and
anthropology. I will focus in on more detailed accounts from
philosophical and economics perspectives to illustrate how these
theoretical fields can provide input to improve not only the research but
also the practice dimensions of science education. With respect to
philosophical accounts, I specify how they inform domain-specificity of
scientific knowledge which can provide a more nuanced take on
disciplinary knowledge at the level of the classroom. In other words, I will
address the question of the nature of which science? I will also mention
what philosophers’ work has shown us about ways of reasoning in science
including argumentation which could be targeted in science teaching and
learning. With respect to the economics perspectives, I will interrogate
science as a financial enterprise, a notion that is practically absent in
school science, which results in students not understanding that science
relies heavily on economic factors for its execution.

CONTEMPORARY CONTEXTS OF NATURE OF SCIENCE RESEARCH IN

SCIENCE EDUCATION

The curriculum reform contexts around the world specify goals for not
just the education of the scientist but also the everyday people such that
scientific literacy is achieved for informed citizenship in societies where
more and more decisions rely on socio-scientific questions. Take for

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instances issues such as global warming, nuclear energy and genetic

cloning. Science education has the challenge of coordinating goals for
both the scientist-to-be and a scientifically literate citizen. Hence the
public as well as the scientific community are in need of not only the
relevant scientific knowledge but also the required reasoning skills and
context such that they can make educated decisions on a diversity of
contemporary issues. Currently the new wave of science curriculum
reform in the USA, in the context of the Next Generation Science
Standards (Achieve, Inc, 2013), highlight the shift from just achieving
scientific literacy to acquiring scientific proficiency through students’
engagement in scientific practices (National Research Council, 2017).
“Scientific practices” are defined as the following:

Asking questions (for science) and defining problems (for

engineering)
Developing and using models
Planning and carrying out investigations
Analysing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing
solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
(NRC, 2012, p.42).

These features of scientific practices relate to the epistemic goals of

science education. NoS research literature in science education similarly
has been addressing aspects of ‘science’ from an epistemic perspective.
This line of research has a long standing presence in science education.
For example in a study conducted on selected publications from 1990 to
2007, NoS emerged as a key theme in science education research (Chang,
Chang, & Tseng, 2010) with considerable number of volumes dedicated to
the topic (e.g. Koseoglu, Erduran & Tasar, 2010). Some researchers (e.g.
Lederman et al., 2002; McComas, 1998; Lederman et al., 2002) have
argued for a “consensus view” on the nature of science which have the
following characteristics: (a) Tentativeness of Scientific Knowledge, (b)
Observations and Inferences, (c) Subjectivity and Objectivity in Science,
(d) Creativity and Rationality in Science, (e) Social and Cultural
Embeddedness in Science, (f) Scientific Theories and Laws, (g) Scientific
Methods. The references to argument, evaluation and communication of
information, however seem to be a distinct emphasis in NRC that are not
captured in consensus NoS accounts, at least not explicitly.
Recently some authors have been challenging the consensus view of
NoS from a range of perspectives. Allchin (2011) has argued for the

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promotion of nature of whole science in science education, infusing in

science teaching and learning a whole set of context specific accounts of
science including the social aspects of science. Duschl & Grandy (2012)
have pointed out that there are different approaches to the characterisation
of NoS and that there has been a marked omission of a model-based view
on science in science education. Irzik & Nola (2013, 2011) have outlined
a “family resemblance approach” on NoS illustrating a comprehensive
account on science that target a systemic consideration of the epistemic,
cognitive and social systems of science.
In this climate of evaluation of NoS accounts in science education,
one can also look at the very premises of the consensus view to
understand its theoretical rationale. A key feature of the contemporary
accounts of science is its positivist undertones. Consider the contrast in
Table 1 that outlines some of the key tenets of logical positivism as it
emerged in the Vienna Circle in the 1920s and 1930s through the work of
Hempel, Oppenheimer, Carnap and so on, versus the contemporary
consensus accounts of NoS as represented in science education research.
Table 1. Tenets of logical positivism and the consensus view of NoS.
Logical Positivist ‘Science’ Consensus view of NoS

Hypothetico-deductive method of Scientific methods

science, quantification
Objectivity-subjectivity Subjectivity and Objectivity in Science
Knower-knowledge, observer- Creativity and Rationality in Science
observed dichotomies
Data through sensory experience Social and Cultural Embeddedness in
Science
Scientific progress Tentativeness of Scientific Knowledge
Scientific Theories and Laws

The emphases in the consensus NoS accounts of some of the key

aspects of logical positivism is striking. Consider however some of the
more updated version of ‘science’ through the critiques of logical
positivism. We have learned, for instance, through Thomas Kuhn’s work
that some key tenets like progress and method can be far from how the
logical positivists envisaged them to be. With the notions of paradigms
and paradigm shifts as well as incommensurability, Kuhn has pointed out
that the logical positivist notion of progress can be scrutinised.
Furthermore, within the positivist accounts, as also is the case in the
consensus view of NoS, the notion of neutrality of scientific claims as
devoid of bias and individual subjective prejudice had led to the
dichotomy of objectivity and subjectivity, and the separation of scientific

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fact from subjective interpretation. It is worthy to note that earlier

depictions of objectivity was grounded on individually-centred accounts
(e.g. Bacon) where no significance was placed on interactions among
scientists. Subjectivity was based on individual psychological bias and
prejudice that interfered with objectivity of science.
More contemporary accounts of science as represented in the work of
Longino, for instance have reshaped the way that we think about
objectivity and subjectivity whereby the social articulation and evaluation
of scientific claims are paramount to the establishment of objectivity in
science:

“Empirical adequacy and accuracy (treated as one or separate

virtues) need further interpretation to be meaningfully applied
in a context of theory choice. Those interpretations are likely to
import the socio-political or practical dimensions that the
search for a purely cognitive criterion seeks to escape. At the
very least the burden of argument falls on those who think such
an escape possible.” (Longino, 1995, p. 395)

Numerous examples exist in the literature that put into question the
logical positivist accounts of objectivity in science. The 19th century
notions of evolution of humans claimed skulls and posture of European
races were more developed than Negroes (Gould, 1981). Persons of
African descent were deemed inferior intermediaries on an evolutionary
scale as ‘proven’ by science. Similarly, female skulls, skeletal anatomy
and physiology were taken by male scientists as evidence of women’s
‘natural’ role in society, legitimising social relations and privileging males
(Schiebinger, 1990)

“When we detach a factor from the contexts in which it

naturally occurs, we are hoping to achieve understanding of
that factor's precise contribution to some process. But by taking
it out of its natural context we deprive ourselves of
understanding how its operation is affected by factors in the
context from which it has been removed. This is, of course, a
crucial aspect of experimental method. I suspect that it's not (or
not always) the decontextualization that is to be deplored, but
the concomitant devaluation as unimportant or ephemeral of
what remains.” (Longino, 1995, p. 395)

A further example of the contemporary frameworks that challenge

the tenets of logical positivism is the socio-political contexts of science,
including what is often called “colonial science”. The European colonial
powers in extending their ambitions around the world have used science
as a point of power in making it clear to the natives what they lacked. For

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instance, staging science in exhibitions and museums to force

acknowledgment by the natives the justness of British rule in India
(Prakash, 1999). Likewise, commodification and globalisation of
resources were justified from a scientific standpoint for instance in the
way that botany and visual culture interacted in the Spanish enlightenment
(Bleichmar, 2009). The visual imagery of plants and crops acted as a way
to create a sense of global ownership. Other examples can be traced in the
context of astronomy, cartography and tropical medicine. Ecology as a
discipline has even been argued to be an imperial science developed by
Danish, British, South African researchers (Anker, 2001). Other critiques
of logical positivist accounts of science have included perspectives on
culture and language. For instance, some authors (Knorr-Cetina, 1981)
have argued that there has not been sufficient differentiation in the way
that research papers in science are transformed from laboratory reasoning
to literary reasoning. Latour and Woolgar (1979) have argued that
scientific papers systematically conceal the nature of the activity which
typically gives rise to research reports.
The overall lessons that we have learned from a range of critiques of
logical positivism is that the many faces of science have been concealed
and that further investigations are needed to provide a more authentic
version of what we mean by science. In the rest of this paper, then, I will
turn to issue of ‘interdisciplinarity’ in the characterisation of science and
explore how this approach can be a fruitful in application to science
education in general and in the formulation of new and more authentic
perspectives on NoS in particular.

INTERDISCIPLINARY RESEARCH AND SCIENCE EDUCATION

There are various rationales (e.g. Erduran, 2013a; Erduran & Duschl,
2004) for infusing interdisciplinarity in science education. Foremost,
science as an endeavour is inherently interdisciplinary: science has a
history, philosophy, psychology and economics. Furthermore, education
and educational research are themselves inherently interdisciplinary.
Learning contexts appeal to theoretical insight on sociology of human
interactions, psychology of individuals and cultural norms of practice, for
example. Science Education as a research field is inherently
interdisciplinary, i.e. it can be examined from a range of perspectives such
as cognitive psychology, philosophy of science and sociology. Of course
one would also need to be mindful of the fact that working across
disciplinary boundaries can also present challenges as well as potential
contributions. For instance, there might be mismatch in the intentions and
disciplinary contexts, leading to misunderstandings of theoretical
contexts. There can also be anxiety about interdisciplinary in traditional
academic circles given the potential threat to traditionally autonomous

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domains, institutional and community identities and lowering of academic

standards.

With some concerns in mind, it is still plausible to explore the

potential of contributions from a range of disciplines to ensure that
science education is not missing out on important characterisations of
science. It was this spirit that led to our initiation of the “Science Studies”
Section of the Wiley-published Science Education Journal in 2008
(Duschl, Erduran, Rudolph & Grady, 2008). What then can
interdisciplinary perspectives offer for science education? Table 2
provides some example contributions of a range of perspectives.
Table 2. Potential contributions of interdisciplinary perspectives to
science education.
Disciplinary orientation Application in science education
Physical and natural sciences Domain context and reasoning in
science
Linguistics Features of scientific language, talk

Philosophy of science Content and quality of models,

explanations etc.
Communication studies Social interaction, perspective taking

Anthropology Cultures, norms and organisations of

science
Economics Commercialisation and
commodification of scientific
knowledge

The theoretical perspectives from different disciplines will highlight

nuances in the characterisation of science. Let me turn to some concrete
examples to illustrate this idea. I will focus on three examples that rely on
perspectives from philosophy of science and economics of science. The
first two perspectives draw on philosophical accounts of scientific
knowledge and reasoning, namely on perspectives from (a) philosophy of
chemistry on the domain specific aspects of chemical laws (e.g. Christie,
1994), (b) philosophical study of arguments, drawing on the work of
Stephen Toulmin (1958). The third perspective concerns the study of
science in its economical context (Nowotny, Scott, & Gibbons, 2001). In
each case, I will draw out some implications and applications for science
teaching and learning.

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Case 1: Philosophical perspectives on nature of scientific knowledge

Philosophy of science has traditionally been dominated by physics as the

exemplar science, a stance that has been questioned by a contemporary
philosophers of science (Scerri & McIntyre, 1997; van Brakel, 2000).
Since the 1990s, there been a growing interest, for instance, in studying
chemistry in its distinct epistemological context. This view has recently
been picked up by chemical educators exploring the implications of the
growing field of “philosophy of chemistry” in chemical education
research and practice (e.g. Erduran, 2013b; Erduran & Scerri, 2002). The
work in this line of research implicitly questions the very definition of
NoS. In other words, the growing literature in this area makes us question
the nature of which science we are proposing as features of science for
teaching and learning.
Consider the example of laws in different domains of science. Some
philosophers of chemistry are trying to understand the nature of laws
within a particular science like chemistry.

“The laws that interest chemists involve such things as how and
why the behaviour of substance X might be analogous to that of
substance Y. The laws indicate the connections and analogies
between properties of different substances. Many of them are
non-universal. A few are imprecise.” (Christie, 1994, p.629)

We are learning from philosophers that some features of scientific

knowledge such as laws are not universal.

“Some laws are approximations while others are exact; and

some laws are purely formal but not all of them. But on a more
revolutionary note, many quite respectable laws of science are
non-universal, and there are a few that cannot be formulated as
precise propositions” (Christie, 1994, p.613)

Yet, the nuances in the way that laws are addressed in physics versus
chemistry are not generally dealt with in teaching and learning. If students
are to understand the nature of chemistry, they need to understand what
makes chemical knowledge what it is, and in particular, in relation to
other domains of science.
Erduran (2007) has used the following instructional approach based
on argumentation strategies (e.g. Erduran & Jimenez-Aleixandre, 2012;
Erduran, 2012; Murphy & Erduran, 2013; Castells, Erduran &
Konstantinidou, 2010) to foster students’ questioning and awareness of
the different nature of laws in chemistry versus physics. The example is a
concrete way of instantiating how grant philosophical ideas can be
transformed for pedagogical purposes at the level of the classroom. In this

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example, there are two claims about the nature of laws in chemistry versus
physics, in the context of periodicity and gravitation.

Claim 1: The periodic law and the law of gravitation are similar in
nature/All laws are deterministic in nature.
Claim 2: The periodic law and the law of gravitation are different in
nature/All laws are not deterministic in nature.

Students are then provided with statements that can be used as

evidence to support one claim or the other, both or neither. These
statements could be as follows: “A law is a generalization”, “The periodic
law cannot be expressed in an algebraic form while the law of gravitation
can be” and so on. The task environment, then, would provide the students
with the opportunity to scrutinise the nature of chemical knowledge and
how it is similar or different from knowledge in other branches of science.

Case 2: Philosophical perspectives on scientific argumentation

Argumentation has emerged as a key area of research in science education

in recent years (Erduran and Jimenez-Aleixandre, 2012, 2008; Jimenez et
al. 2000; Kelly & Takao, 2002). The philosophical and cognitive
foundations (Erduran & Garcia-Mila, 2014) of argumentation have played
a central role in the justification of research in argumentation in science
education including its inclusion in the science curriculum (Erduran &
Msimanga, 2014) and its wider coherence with goals of attaining
scientific literacy (e.g. Erduran & Wong, 2013; Kelly, 2011).
Through his well-known book titled The Uses of Argument, Stephen
Toulmin has made a significant impact on how science educators have
defined and used argument (Toulmin 1958). Toulmin’s definition of
argument (as a system of claims, data, warrants, backings, rebuttals and
qualifiers) has been applied as a methodological tool (e.g. Jimenez-
Aleixandre, Rodriguez & Duschl, 2000) as well as a framework for design
of activities to support argumentation (Erduran, 2007). In our work (e.g.
Erduran, Simon & Osborne, 2004) we have developed frameworks based
on Toulmin’s framework that facilitated classroom discussion.
Figure 1 illustrates the Toulmin framework as applied to an example
we have used in our research (Erduran et al., 2004). This framework has
served several purposes in our work. First, it guided the development of
instructional materials where students’ writing could be supported in
producing arguments. For example, students were given writing frames
that included sentence statements such as “My idea is…My reasons are
that…I believe my reasons because…Ideas against my idea are…I would
convince someone who doesn’t believe me by…”. Second, the framework
was adapted for coding of verbal transcripts from classroom
conversations.

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Figure 1. Toulmin’s Argument Pattern applied to an example.

The following example illustrates how we traced the presence of a

claim, data and warrant in conversation as captured in Figure 1.

Teacher Yeah. Can you think of any others for?

Student The zoo has like endangered species
Teacher Yes, if they are becoming extinct or endangered then it
becomes a way of protecting endangered species doesn't
it?

Our coding of conversations in this fashion led to the quantitative

measure of argument quality (Erduran et al., 2004) across two years for a
group of teachers whereby we could also trace any statistically significant
improvement in argumentation in classroom conversations (Figure 2).
In summary, a philosopher’s framework on argument has facilitated
our approach to making argumentation a reality at the level of the
classroom. The transformation of Toulmin’s framework into instructional
and methodological resources was possible through several iterations and
discussions among the research teams.

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Figure 2. Distribution of arguments coded using Toulmin’s Argument

Pattern in class conversations across two years.

Case 3: Economics of science in science education

There is a body of literature focusing on the financial and economic

dimensions of science (e.g. Diamond, 2008; Nowotny, Scott & Gibbons,
2001; Wibble, 1998). The topic has also found interest in the philosophy
of science and science education communities (e.g. Irzik, 2013). A key
notion in this line of research is that

“Science (can) no longer be regarded as an autonomous space

clearly demarcated from the ‘others’ of society, culture and
economy. Instead, all these domains have become so internally
heterogeneous and externally interdependent, even
transgressive, that they cease to be distinctive and
distinguishable.” (Nowotny et al., 2002; p.1)

We have recently began to explore the implications for science

education of the commodification and commercialisation of science
(Erduran & Mugaloglu, 2013). We have, for instance, used the case study
of the Harvard oncomouse to generate an instructional resource that can
begin to address some of the issues and dilemmas about the financial
context of science in science teaching and learning. Tables 3 and 4
illustrate some of the proposed activities from our work (Erduran &
Mugaloglu, 2013). In these activities, students are presented with two
alternative claims and provided with some statements that would help

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build up each claim or to refute the alternative claim. Students can be

encouraged to generate their own statements and/or research information
to further support their claims.
Table 3. Example student activity focusing on economic aspects of science
(from Erduran & Mugaloglu, 2013).
Student Activity:
Oncomouse: To patent or not?
Consider the following competing claims about a genetically modified mouse that
was produced at Harvard University. The oncomouse was designed to be
susceptible to cancer and it is intended to help scientists understand cancer. In
your groups, discuss each claim and use the evidence statements to build up
support for your claims. Some of the evidence may be relevant for one claim or
the other at the same time. Some evidence may be irrelevant and some may only
be relevant for one claim. Make sure that you justify why you think that the
evidence goes with your claim.
Claim 1: The oncomouse is a genetically modified animal that has been invented.
It has to be patented with due financial rewards granted to its inventors.
Claim 2: The oncomouse belongs to all humanity and science; it cannot be
patented to particular individuals.
Evidence Statements
Genes are made of DNA Scientists deserve to Genetically modified genes
whether they are patent the important that cause cancer are not
produced in the discoveries and the same as naturally
laboratory or exist inventions they work existing genes that cause
naturally. hard at achieving. cancer.
The oncomouse will help Modified genes are If we patent the
us become more discoveries about how oncomouse, this will help
productive in dealing genes can behave in scientists to be competitive
with human fatality due different in the market and produce
to cancer. circumstances.. better discoveries.
There is no use in An invention is All citizens in a democratic
researching cancer in something that does country have the right to
mice to help humans. not occur naturally. own property.
Cancer is a disease with Everything comes with There is great demand for
a market. a price in life. the treatment of cancer.
Modified genes are not The oncomouse may The mice and human
the same as naturally have modified genes beings are very different
existing genes. but it is still an animal. genetically
Patents are for Science belongs to all If you want to be treated of
commerce, not for humanity and help cancer, you need to pay for
science. cure diseases. it.
It is unrealistic to expect Scientists are human All governments should
that science is free from beings who have to have policies to control
commercialization in this survive and need scientists and what they do.
day and age. money to live.

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Such example activities will exploit the emergence of the key

concepts in the classroom such that the economic dimensions of the issues
are highlighted in ways that are not typically done in science classrooms.
They can be complemented with key concept cards (Table 4) that provide
further and deeper understanding of the issues.

Table 4. Key concepts to complement the oncomouse activity (from

Erduran & Mugaloglu, 2013).
Key concepts

Markets: are the systems, institutions, Commercialisation: is the process of

procedures and social relations by introducing a new product or process
which people exchange goods. into the market.
Supply: is the amount of product that Demand: is the desire to own something
is available to customers. and pay for it.
Growth: is increase in quantity over Commodity: is an item that can be
time. produced to satisfy the needs and wants
Productivity: is a measure of the of a market.
efficiency of production. It is a ratio
of production output to input.

In short, the theoretical literature on economics of science has guided

our generation of these activities for instructional purposes.

INFUSING INTERDISCIPLINARY PERSPECTIVES IN TEACHER EDUCATION

My review so far briefly touches on work that I and my colleagues have

conducted for various purposes at different times. A key common thread
across these various studies is that they are underpinned by
interdisciplinary theoretical accounts including from philosophy of
science and economics of science. In a recent fellowship project co-
funded by TUBITAK and EU Marie Curie Brain Circulation Cofund
Scheme, I have begun to explore the empirical dimensions of these ideas
in the context of teacher education. In the project entitled “Revisiting
Scientific Inquiry in the Classroom: Towards an Interdisciplinary
Framework in Teaching and Learning” we have been addressing the
following key research questions that call for interdisciplinary accounts on
science to be infused in teacher education:

How can “scientific inquiry” be conceptualised from an

interdisciplinary framework?
How can “scientific inquiry” informed by interdisciplinarity
frameworks be taught in schools?

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What impact do strategies and resources designed for

interdisciplinary characterisations of science have on pre-service
teachers and their pupils?

At the time of the IOSTE conference, we had been implementing a

pre-service teachers’ professional development intervention at Bogazici
University in Istanbul, Turkey. The intervention is based on three 3-hour
workshops each emphasising a particular aspect of teaching and learning
of scientific inquiry from an interdisciplinary perspective. We have
generated a framework on the notion of “scientific practices” based on the
cognitive, epistemic and social accounts of science (Erduran & Dagher,
2013) due to appear in a Springer book which has been informing the
content of the workshops. The intervention agenda includes the goals of
building on the participants’ understanding and skills through peer
discussions, collaborative investigations and reflection, strategies
suggested by teacher education literature to be effective in promoting
teachers’ learning (e.g. Darling-Hammond, 2006). We will be in a
position to report on the qualitative and quantitative measures of the
impact of the intervention in due course.

CONCLUSIONS AND IMPLICATIONS

In this paper, I have argued that conventional depictions of NoS in science

education are not sufficient in capturing authentic science and provides
students with an outdated philosophical account of science. I have put
forward the position that interdisciplinary accounts of science ranging
from philosophy of science to economics of science have much potential
to develop a more authentic version of science for science education.
Improved representation of ‘science’ will inevitably expose the many
often ignored ‘faces’ of science which, we as science educators, may not
be very comfortable with. For instance, the legacy of colonialism in
history of science is not an easy task for a science teacher to deal with at
the level of the classroom. However, the alternative distorted version of
history of science does not do any justice to learners and does not instil in
learners the lessons that should be learned about ethical conduct of
science. Incorporating an interdisciplinary perspective on science to
characterise and embody NoS in science education is likely to contribute
to teachers’ and learners’ interest in this approach to teaching and learning
science. Given the wide range of issues being called for in an
interdisciplinary characterisation (e.g. social, cultural, historical,
economical) it is likely that more students’ will be motivated to study
science.
It is worthy to note that much of our work in this area has so far been
theoretical in nature with the exception of the new TUBITAK/Marie Curie

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Fellowship that I have been conducting in recent times. The empirical

validation of the theoretical arguments will provide insight into how
teaching and learning of NoS can be improved. Much work remains to be
done in science teacher education to revisit how NoS is taught and how
best to facilitate teachers’ learning to teach NoS from a broader and
revised perspective. I should state that a significant deal of creativity is
called upon science educators in drawing on perspectives from other
disciplines. As I outlined in the transformation of the Toulmin’s
framework, for instance, for instructional and methodological tools, we
have had to not only understand the ideas in situ (ie. philosophical
arguments) but also exercised much effort in making these ideas
meaningful for science educators. The particular disciplinary perspectives
from sociology, economics, anthropology and so on, will not present an
obvious link and purpose to science education. It is out task as science
educators to improve our own understanding of science from a wider
perspective so that we can provide some useful recommendations for
practitioners. Understanding science from one perspective, however, does
not necessarily translate to the undermining of science from another.
Learning about the colonial legacy of science does not devalue the
rationality of science. One can learn about ethical conduct of science and
at the same time engage in rationality and evidence-based reasoning. As
with the case of Titanic I referred at the beginning of the paper, the
various faces of science can be exposed to understand this complex
domain from a range of perspectives that can be useful for science
education. It is through such a nuanced and diverse disciplinary lens to
NoS that students will ‘sail’ to authentic science.

ACKNOWLEDGMENT

The work in this paper has been supported by TUBITAK and European
Union Marie Curie Co-Fund Brain Circulation Scheme Fellowship
(291762/2236) to the author who held a visiting professorship at Bogazici
University, Istanbul, Turkey leading a project entitled “Revisiting
Scientific Inquiry in the Classroom: Towards and Interdisciplinary
Framework for Science Teaching and Learning.” The views expressed
reflect only the author’s and no inferences should be drawn about the
funders’ input into the intellectual agenda of the paper.

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