Foreword, Richard Coll -- PART I: Conceptual Issues in the Nature of Science Research -- Chapter 1Changing the Focus: From Nature of Science to Features of Science, Michael Matthews -- Chapter 2 Perceptual, Attentional, and Cognitive Heuristics that Interact with the Nature of Science to Complicate Public Understanding of Science, Tina A. Grotzer, Rebecca B. Miller, Rebecca A. Lincoln -- Chapter 3 The Natures of Scientific Thinking: Creativity as the Handmaiden to Logic in the Development of Public and Personal Knowledge, Keith S Taber -- Chapter 4 The Bounded Nature of Science: An effective Tool in a Equitable Approach to the Teaching of Science, Sherry Southerland, Barry Golden, Patrick Enderle -- Chapter 5 Why the Study of Pseudoscience Should Be Included in Nature of Science Studies, Ronald Good -- Chapter 6 The Status of the Nature of Science in Science Education, Saouma BouJaoude, Garine Santourian -- PART II: Methodological Advances in the Nature of Science Research -- Chapter 7 Teaching and Learning of Nature of Science and Scientific Inquiry: Building Capacity through Systematic Research-Based Professional Development, Judith S. Lederman, Norman G. Lederman, Byoung Sug Kim, Eun Kyung Ko -- Chapter 8 The Nature of Scientists’ Nature of Science Views, Renee’ Schwartz -- Chapter 9 The Nature of Science or the Nature of Teachers: Beginning Science Teachers’ Understanding of NOS, Jonah B. Firestone, Sissy S. Wong, Julie A. Luft, Derek Fay -- Chapter 10 Learning about Nature of Science in Undergraduate Biology Laboratories, Elisabeth Schussler, Nazan Bautista -- Chapter 11 Context Matters: Linking Nature of Science Instruction to Science Process Skills, Randy L. Bell, Bridget K. Mulvey, Jennifer L. Maeng -- Chapter 12 Impact of a Nature of Science and Science Education Course on Teachers’ Nature of Science Classroom Practices, Michael Clough, Joanne Olson -- Index.

This book consolidates contemporary thinking and research efforts in teaching and learning about the nature of science in science education. The term ‘Nature of Science’ (NoS) has appeared in the science education literature for many decades. While there is still a controversy among science educators about what constitutes NoS, educators are unanimous in acknowledging the importance of this topic as well as the need to make it explicit in teaching science. The general consensus is that the nature of science is an intricate and multifaceted theme that requires continued scholarship. Recent analysis of research trends in science education indicates that investigation of the nature of science continues to be one of the most prevalent topics in academic publications. Advances in Nature of Science Research explores teaching and assessing the nature of science as a means of addressing and solving problems in conceptual change, developing positive attitudes toward science, promoting thinking habits, advancing inquiry skills and preparing citizens literate in science and technology. The book brings together prominent scholars in the field to share their cutting-edge knowledge about the place of the nature of science in science teaching and learning contexts. The chapters explore theoretical frameworks, new directions and changing practices from intervention studies, discourse analyses, classroom-based investigations, anthropological observations, and design-based research. “Deftly written and timely.  Each chapter could stand alone as a significant contribution to the vibrant study of the Nature of Science.  As a collection, this book comprehensively presents the range of contemporary Worldwide leading scholars’ thinking about NoS, which makes for riveting reading as they engage in intellectual discourse on a topic of high importance. Thoughtful, useful, provocative …a modern classic in research-based science education scholarship that challenges us to re-imagine our thinking about NoS .” J. Randy McGinnis President, National Association for Research in Science Teaching (NARST) Immediate Past-Editor Journal of Research in Science Teaching   “In this book a combination of experienced and new nature of science (NoS) researchers share insights and recommendations for conceptualizing NoS research as well as defining new methods for conducting NoS research. This international volume promises to have a strong impact on the field and NoS research in science education throughout the world.”   Valarie L. Akerson Professor of Science Education Indiana University, Bloomington, Indiana, USA