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Exploring Social and Cultural Contexts of the Nature of Science through Action Research

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Title: Exploring Social and Cultural Contexts of the Nature of Science through Action Research
Language: English
Authors: Ingrid S. Carter, Valarie L. Akerson, Gayle A. Buck, International Society for Technology, Education and Science (ISTES) Organization
Source: International Society for Technology, Education, and Science. 2025.
Availability: International Society for Technology, Education, and Science. 944 Maysey Drive, San Antonio, TX 78227. Tel: 515-294-1075; Fax: 515-294-1003; email: istesoffice@gmail.com; Web site: http://www.istes.org
Peer Reviewed: Y
Page Count: 396
Publication Date: 2025
Document Type: Book
Collected Works - General
Education Level: High Schools
Secondary Education
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Higher Education
Postsecondary Education
Grade 8
Grade 9
Descriptors: Scientific Principles, Social Environment, Cultural Context, Action Research, Biomedicine, Science Instruction, Faculty Development, Emotional Response, Teacher Student Relationship, Climate, High School Teachers, Models, Grade 7, Secondary School Teachers, Science Teachers, Public Schools, Culturally Relevant Education, Social Influences, Cultural Influences, Achievement Gap, Clinical Experience, Optometry, Allied Health Occupations Education, Undergraduate Students, Wildlife, Teacher Background, Cultural Differences, Diversity (Faculty), College Faculty, Science Education, Preservice Teachers, Elementary School Teachers, Scientific Concepts, Direct Instruction, Reflection, Chemistry, College Freshmen, Physics, Teaching Methods, Artificial Intelligence, Technology Uses in Education, Student Attitudes, Concept Formation, Intelligent Tutoring Systems, Grade 8, High School Students, Scientific Literacy, Foreign Countries, Shared Resources and Services, Disabilities, Grade 9, Puzzles, Physical Sciences, High School Freshmen, Business Education, Economics, Monetary Systems, International Trade, Active Learning, Inquiry, Secondary School Students, At Risk Students
Geographic Terms: Philippines, United States, Ohio
ISBN: 978-1-952092-61-9
Abstract: This book focuses on the tenets of the Nature of Science (NOS) that needs further exploration in current teaching practice: the social and cultural aspects of NOS. The chapters in this book explore various ways to embed the social and cultural context of NOS into science instruction. They build on other works that explore NOS instruction across contexts through action research. This volume consists of the following chapters: (1) Preparing Teachers to Address Student Emotions within the Social and Cultural Aspects of Biomedical Science (Gayle A. Buck, Tajinder Saroya, Adam Scribner, and Kelley Wright); (2) Enhancing Teachers' Understanding of Socio-Scientific Models in Climate Engineering: A Participatory Action Research (Arya Karumanthra, Gayle A. Buck, Lori Baker, and Noah Kearns); (3) Guiding Teachers in Using Culturally Relevant Pedagogy to Address the Social and Cultural Aspects of the Nature of Science (Georgia Watson); (4) The Social and Cultural Aspects of NOS in Optometric Clinical Education (Nitya Murthy and Valarie L. Akerson); (5) Preparing to Teach Undergraduates about the Social and Cultural Embeddedness of Endangered Species (Nivedha Sundar, Emmanuel Atiatorme, Tajinder Saroya, and Gayle A. Buck); (6) Examining How Teaching NOS with Biology Concepts Influences Preservice Elementary Teachers (Dan McCarthy); (7) The Effects of Explicit-Reflective Instruction of the Social, Cultural, and Tentative Aspects of the Nature of Science, on Students' Understandings in Atomic Bonding (Deborah Nowakowski and Valarie L. Akerson); (8) The Effects of AI on Student Understanding of NOS Concepts: Science Is Tentative, Is Creative, and Is Affected by Society and Culture (Caitlynn Richardson); (9) Incorporating Social and Cultural Aspects of Nature of Science in a High School Physics Course (Victoria Tabibi); (10) Theorizing the Future of Scientific Literacy: Classroom Work from the Philippines (Le Grande Dolino, Antonio Basilio, Doris Montecastro, and Valarie Akerson); (11) Analyzing My Teaching of Nature of Science with a Maker Education Project Focusing on Disability Culture in Biology Labs (Brooke Stewart); (12) Using Puzzles in Ninth Grade Physical Science Curriculum to Improve Understanding of the Social and Cultural Nature of Science (Corey Zickel and Valarie L. Akerson); (13) Enhanced Student's Understanding of Foreign Exchange Rate Forecasting Leveraging the Cultural and Socially Embeddedness Aspect of the Nature of Science Construct (Ricardo L. Guimarães); (14) The Effect of Inquiry-based Learning on Content Mastery and Understanding of NOS Concepts in a Secondary Chemistry Classroom (Daniel Evans); and (15) Perceptions of Nature of Science, Including Social and Cultural Aspects of NOS, in At Risk High School Populations (David M. Gardner).
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678652
Database: ERIC
FullText Text:
  Availability: 0
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  Data: This book focuses on the tenets of the Nature of Science (NOS) that needs further exploration in current teaching practice: the social and cultural aspects of NOS. The chapters in this book explore various ways to embed the social and cultural context of NOS into science instruction. They build on other works that explore NOS instruction across contexts through action research. This volume consists of the following chapters: (1) Preparing Teachers to Address Student Emotions within the Social and Cultural Aspects of Biomedical Science (Gayle A. Buck, Tajinder Saroya, Adam Scribner, and Kelley Wright); (2) Enhancing Teachers' Understanding of Socio-Scientific Models in Climate Engineering: A Participatory Action Research (Arya Karumanthra, Gayle A. Buck, Lori Baker, and Noah Kearns); (3) Guiding Teachers in Using Culturally Relevant Pedagogy to Address the Social and Cultural Aspects of the Nature of Science (Georgia Watson); (4) The Social and Cultural Aspects of NOS in Optometric Clinical Education (Nitya Murthy and Valarie L. Akerson); (5) Preparing to Teach Undergraduates about the Social and Cultural Embeddedness of Endangered Species (Nivedha Sundar, Emmanuel Atiatorme, Tajinder Saroya, and Gayle A. Buck); (6) Examining How Teaching NOS with Biology Concepts Influences Preservice Elementary Teachers (Dan McCarthy); (7) The Effects of Explicit-Reflective Instruction of the Social, Cultural, and Tentative Aspects of the Nature of Science, on Students' Understandings in Atomic Bonding (Deborah Nowakowski and Valarie L. Akerson); (8) The Effects of AI on Student Understanding of NOS Concepts: Science Is Tentative, Is Creative, and Is Affected by Society and Culture (Caitlynn Richardson); (9) Incorporating Social and Cultural Aspects of Nature of Science in a High School Physics Course (Victoria Tabibi); (10) Theorizing the Future of Scientific Literacy: Classroom Work from the Philippines (Le Grande Dolino, Antonio Basilio, Doris Montecastro, and Valarie Akerson); (11) Analyzing My Teaching of Nature of Science with a Maker Education Project Focusing on Disability Culture in Biology Labs (Brooke Stewart); (12) Using Puzzles in Ninth Grade Physical Science Curriculum to Improve Understanding of the Social and Cultural Nature of Science (Corey Zickel and Valarie L. Akerson); (13) Enhanced Student's Understanding of Foreign Exchange Rate Forecasting Leveraging the Cultural and Socially Embeddedness Aspect of the Nature of Science Construct (Ricardo L. Guimarães); (14) The Effect of Inquiry-based Learning on Content Mastery and Understanding of NOS Concepts in a Secondary Chemistry Classroom (Daniel Evans); and (15) Perceptions of Nature of Science, Including Social and Cultural Aspects of NOS, in At Risk High School Populations (David M. Gardner).
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