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Bransford, J. D., Zech, L., Schwartz, D., Barron, B., Vye, N., & CTGV. (1999). Designs for Environments that Invite and Sustain Mathematical Thinking. In Cobb, P. (Ed.), Symbolizing, Communicating, and Mathematizing: Perspectives on Discourse, Tools, and Instructional Design (pp. 275-324). Mahwah, NJ: Lawrence Erlbaum Associates.

has been cited by the following article:

• TITLE: Can Learning about History of Science and Nature of Science in a Student-Centred Classroom Change Science Students’ Conception of Science?

  AUTHORS: Fereshte Heidari Khazaei, Baptiste Roucau, Calvin S. Kalman

  KEYWORDS: Nature of Science, History of Science, Philosophy of Science, Reflective Writing, Course Dossier

  JOURNAL NAME: Creative Education, Vol.9 No.15, November 22, 2018

  ABSTRACT: Nature of Science (NOS) covers the aim, development, criticism and explanation of science. This study examines the impact that studying philosophy and history of science has on undergraduate students’ views about the NOS. Studying the NOS helps students to understand what science is, how to characterize the nature of its practitioners’ activities, and what is the significance of the whole enterprise.It is shown that having students study scientific concepts through the eyes of philosophers and historical scientists, actively engages them in the process of inquiry and challenges them to increase their understanding of the NOS. This study showed that studying philosophy and history of science in a student-centered classroom had a strong influence on students’ views about the NOS in that many students changed their views about the NOS. Students who did not change their over-all perception gave much clearer expositions of their views.