Addressing the epistemological issues and philosophical questions characteristic of the nature of science, can be a challenge for science teachers less used to dealing with uncertainties, multiple perspectives and non-consensus situations and pedagogical approaches associated with this. In this chapter, we argue that science teachers can be supported to teach the nature of science by incorporating an approach consistent with teaching and learning in philosophy. We will explore how philosophical dialogue with young people in science contexts can enhance reflection about and understanding of the nature of science. We explore, using examples, the potential of philosophical dialogue to stimulate discussions about the nature of science. This implies a shift in role of the teacher towards a facilitator of philosophical dialogue. The chapter is informed by our experiences of practical approaches to philosophical dialogue and draws on research literature relating to dialogic teaching in philosophy and the use of philosophical dialogue in science.
|Title of host publication||Nature of Science in Science Instruction: Rationales and Strategies|
|Publication status||Published - Aug 2020|