Rubric

Conflation

Sociology

Body of knowledge

Pedagogy

Sociology of scientific knowledge

Social science

Epistemology

Variety (cybernetics)

Mathematics education

Philosophy

Cognitive psychology

Artificial intelligence

Psychology

Face (sociological concept)

Computer science

Conceptualization

Curriculum

Déjà vu

Disciplinary and Interdisciplinary Science Education Research

This review traces the history of research on the teaching and learning of nature of scientific knowledge (NOSK), and its implications for curriculum and instruction. Initially, the complex rubric of NOSK is clearly conceptualized, while recognizing that there is no singularly accepted definition. As part of this conceptualization NOSK is distinguished from the body of scientific knowledge and science practices/inquiry, the latter of which is often conflated with NOSK. The empirical research on NOSK related to teaching, learning, and assessment is briefly reviewed, followed by a discussion of the challenges that teachers face and a delineation of research foci that can help alleviate teachers’ challenges. Finally, a variety of important questions yet to be answered are delineated and explained.

Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?