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dc.contributor.authorBrock, Richard
dc.contributor.authorTaber, Keith
dc.date.accessioned2018-09-08T06:34:26Z
dc.date.available2018-09-08T06:34:26Z
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/279912
dc.description.abstractAbstract: The current climate, in which some politicians reject widely-accepted scientific claims, suggests that teaching the nature of science should be a significant aspect of science education. This case study, of six English secondary teachers in a single science department, reports their concerns about the marginalised role of the nature of science in the key stage 4 curriculum (i.e., for 14-16 year olds). The teachers’ comments suggest that curriculum statements related to the nature of science can be interpreted in different ways and, therefore, more guidance is required to support teachers’ understanding of areas of consensus and controversy in the nature of science.
dc.description.sponsorshipNone
dc.title‘I’m sad that it is gone’: A case study of teachers’ views on teaching the nature of science at key stage 4
dc.typeArticle
prism.publicationNameSchool Science Review
dc.identifier.doi10.17863/CAM.27280
dcterms.dateAccepted2018-08-01
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/all-rights-reserved
rioxxterms.licenseref.startdate2018-08-01
dc.contributor.orcidTaber, Keith [0000-0002-1798-331X]
rioxxterms.typeJournal Article/Review
rioxxterms.freetoread.startdate2019-09-07


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