Department: Master of Education
Module Description: The aims of this module are to provide a discourse on major theories and issues on the history and the philosophy of science, develop an informed understanding of the nature of science, and connect discussion to science research and practice. The module provides opportunities to examine the historical and philosophical perspectives of science. It considers the nature of what science is, how it works, and its ethical and societal considerations. It will also critically study the parallel but separate development of science and technology, their differences and their connectedness. Classroom implications for teaching and learning implicit and explicit nature of science and its philosophy will be provided. The impact of each of these entities on society will be addressed where appropriate.
Ackerson, V., Hanson, D. & Cullen, T. (2007). The influence of guided inquiry and explicit instruction on K-6 teachers' views of nature of science. Journal of Science Teacher Education, vol. 18, pp. 751-772. Request item
Forawi, S. A. (2010b). Investigating the relationship between the nature of science and guided inquiry instruction. Journal of Applied Research in Education, vol. 14(1), pp. 18-31.
Lederman, N. G., & Lederman, J. S. (2014). "Research on teaching and learning of nature of science", in Handbook of research on science education, New York: Routledge/Taylor & Francis Group, ch. 30.
Silvers, R. (ed.). (1995). Hidden histories of science. New York: New York Review.
Warka, M. (2023). The nature of justice in the perspective of the philosophy of science. Technium Social Sciences Journal, vol. 39, 280-286.
