Part 5 : Nature of science, History, Philosophy, Sociology of Science

Co-editors : Laurence Maurines and Andreas Redfors

The implications of nature of science, its history, philosophy, sociology and epistemology, for science education. The significance of models and modelling for science education as reflected in the particular importance attached to the use of metaphors, analogy, visualization, simulations and animations in science.

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• Introduction / Laurence Maurines, Andreas Redfors
• The concept of analogue modelling in geology : an approach to mountain building / Edite Bolacha, Helena Moita De Deu, Paulo Emanuel Fonseca
• Evaluating student gains in the profiles project / Claus Bolte, Sabine Streller
• Profiles* – professional reflection-oriented focus on inquiry-based learning and education through science / Claus Bolte, Sabine Streller, Jack Holbrook, Miia Rannikmae, Rachel Mamlok Naaman, Avi Hofstein, Franz Rauch
• Assesment of the impact of sciences studies in understanding the nature of science in six countries / Néstor Cardoso, Edna Morales, Angel Vázquez
• Undergraduates’ beliefs on the nature of science: a comparison between science and humanities / Mayra García-ruiz, Alejandro Cid Del Prado
• Is the atom real or built? or is it an intermediate between these two? a wittgensteinian approach / Jackson Gois, Marcelo Giordan
• Determination of students’ model competence using open-ended and hands-on tasks / Juliane Grünkorn, Juliane Hänsch, Annette Upmeier Zu Belzen, Dirk Krüger
• Creating a more sophisticated student vision of the nature of science : a survey report / Andreia Guerra, Marco Braga, José Claudio Reis
• Missing links in the experimental work: students' actions and reasoning on measurement and uncertainty / Susanne Heinicke, Falk Riess
• Key teacher’s roles in supporting the co- construction of students’ knowledge in modelling-based teaching contexts / Rosária Justi, Paula Paganini Costa, Nilmara Braga Mozzer
• Formal analogies in physics teacher education / Ricardo Karam, Elio Carlos Ricardo
• Assessment of students’ concepts of models and modeling: empirical evaluation of a model of model competence / Moritz Krell, Annette Upmeier Zu Belzen, Dirk Krüger
• Students’ understanding of the nature of science: a large scale trans-national comp arison / María-antonia Manassero–mas, Ángel Vázquez–alonso, Antoni Bennàssar-roig, Antonio García–carmona
• The nature of science in physics courses: place and role of the history of science / Laurence Maurines, Daniel Beaufils
• Theoretical models for (meso)chemistry: paradigmatic facts / Cristian Merino, Mercè Izquierdo
• Students’ analogical reasoning when participating in modelling-based teaching activities / Nilmara B. Mozzer, Rosária Justi, Paula P. Costa
• Prospective science teachers’ appreciation of science : the case of theory of evolution vs. intelligent design / Ebru Z. Mugaloglu , Sibel Erduran
• Opening up values through history and philosophy of science / John Oversby
• Iberian-american students’ and teachers’ perceptions about gender effects in science / Silvia Porro, Claudia Arango, Diana Hugo, Angel Vázquez Alonso
• "scientific inquiry practices of workshop experts for elementary students in mexico" / Flor Reyes-c, Andoni Garritz
• Epistemic styles of thinking of pre-service chemistry and physics teachers / Norman Riehs, Stefan Rumann
• Nos ideas as cntextualized in the present science: nanomodelling as an example / Suvi Tala
• Teachers’ conceptions on nature of science : strengths, weaknesses and influence of teaching practice / Ángel Vázquez–alonso, María-antonia Manassero–mas, Antoni Bennàssar-roig, Antonio García–carmona
• Developing children’s views of the nature of science through role play / Cakici Yilmaz, Eylem Bayir