In this position paper, I examine how the history, philosophy and sociology of science (HPS) can contribute to science education in the era of the COVID-19 pandemic. I discuss shortcomings in the ways that history is often used in school science, and examine how knowledge of previous pandemics might help in teaching about COVID-19. I look at the…

There is a long history of some students finding that the science instruction they receive in schools fails to address their deeply held concerns about the theory of evolution. Such concerns are principally religious, though there are also students with deeply held religious views who are perfectly comfortable with the theory of evolution. New…

Students' argumentation skills are considered a central tool to contribute to scientific controversies in the science classroom. Scientific controversies of social relevance (socioscientific issues; SSI) are subject to multiple viewpoints that are often rooted in diverse disciplines. However, the relationship between issue familiarity and…

In recent years, there has been a rapid growth in interest about the relationship between the arts and the sciences. This article explores this developing relationship and the suggestion that science and science learning are not complete without the arts. We see three levels at which the arts might improve the teaching and learning of science. The…

This article begins by examining whether "science" and "religion" can better be seen as distinct or related worldviews, focusing particularly on scientific and religious understandings of biodiversity. I then explore how people can see the natural world, depending on their worldview, by looking at two contrasting treatments of penguin behaviour,…

Analyzes the ways some school science textbooks for 14-16 year-olds were used in Great Britain to portray the topic of human sexuality. Examines 15 books that vary greatly in their approach to the topic. Contains 30 references. (DDR)

Examines the future of biology education in Great Britain and concludes that its aims and focus will need to continue to develop. Makes recommendations for teacher and student control of the curriculum, environmental education, and bioethics. Contains 16 references. (DDR)

Presents a characterization of students' comments during observation of meal worms or brine shrimp. Finds that many student comments had to do with sex, reproduction, death, violence, and the life history of the organisms. Significant differences in conversations occurred across age and gender groups. Contains 32 references. (Author/WRM)

Recent years have seen a growth not only in biological knowledge but also, and more significantly for teacher education, in the types of knowledge manifested in biology. No longer, therefore, is it adequate for teachers to retain a Mertonian or a Popperian conception of science. Today's teachers of science need also to be able to help their…