{"id":246085,"date":"2016-07-11T02:00:00","date_gmt":"2016-07-10T23:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=746d261bee37a83abc4219fcbcb67ea4"},"modified":"2016-07-11T02:00:00","modified_gmt":"2016-07-10T23:00:00","slug":"working-with-the-nature-of-science-in-physics-class-turning-ordinary-classroom-situations-intonature-of-science-learning-situations","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=246085","title":{"rendered":"Working with the nature of science in physics class: turning \u2018ordinary\u2019 classroom situations into\r\nnature of science learning situations"},"content":{"rendered":"<p>In the science education research field there is a large body of literature on the \u2018nature of<br \/>\nscience\u2019 (NOS). NOS captures issues about what characterizes the research process as well as the<br \/>\nscientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS<br \/>\nincluding also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons,<br \/>\nshould be included in the teaching of science\/physics. Research shows that NOS should be taught<br \/>\nexplicitly. There are plenty of suggestions on specific and separate NOS activities, but the<br \/>\nnecessity of discussing NOS issues in connection to specific science\/physics content and to<br \/>\nlaboratory work, is also highlighted. In this article we draw on this body of literature on NOS and<br \/>\nscience teaching, and discuss how classroom situations in secondary physics classes could be turned<br \/>\ninto NOS-learning situations. The discussed situations have been suggested by secondary teachers,<br \/>\nduring in-service teach&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In the science education research field there is a large body of literature on the \u2018nature of<br \/>\nscience\u2019 (NOS). NOS captures issues about what characterizes the research process as well as the<br \/>\nscientific knowledge. Here we, in line with a broad bod&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-246085","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/246085","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=246085"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/246085\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=246085"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=246085"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=246085"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}