Document Type
Article
Department
Institute for Educational Development, Karachi
Abstract
Curriculum designers in both Pakistan and the UK accept that science education for today’s young people should not just be about learning science, it should also include learning about the nature of science. However, together with other research evidence, this article suggests that for many science teachers, teaching about the nature of science might be problematic as they do not have the necessary understanding of the nature of science themselves. This article also argues that there are benefits in teachers across cultural divides sharing their understandings about the nature of science.
Publication (Name of Journal)
School Science Review
Recommended Citation
Halai, N.,
McNicholl, J.
(2004). Teachers’ conceptions of the nature of science: A comparative study from Pakistan and UK. School Science Review, 86(314), 93-100.
Available at:
https://ecommons.aku.edu/pakistan_ied_pdck/24
Included in
Elementary and Middle and Secondary Education Administration Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons