Visualizing the Nature of Science: Beyond Textual Pieces to Holistic Images in Science Education

Abstract

The chapter advances the position that “nature of science” (NOS) in science education has often been described in terms of lists of statements that are fragmented and do not necessarily add to a coherent whole. In contrast, the argument made is that visualizing NOS in terms of images can help bring some coherence to how NOS is conceptualized and enacted in science education. Various visual accounts including the Science Eye and the Generative Images of Science are used to illustrate how text-based accounts on NOS can be extended to offer more holistic images of NOS that can have curricular utility. Examples of curricula including international comparative curriculum analysis illustrate how visual accounts can inform curriculum design, evaluation and revision.