Towards more culturally aware teaching of ‘scientific practices’: Understanding science as a social-historical human endeavour

Abstract

‘Scientific practices’ are included as a core element in Norway’s new science curriculum as of 2020. In dialogue with international research on the teaching and learning of scientific practices, Haug et al. (2021) have identified and operationalised eight central scientific practices to support a shared understanding within science education. We are responding to Haug et al.'s invitation to contribute to the discussion about how we can understand and work with practices as they are described in the science curriculum in Norway. We supplement their approach, by enriching the eight practices identified by: (a) recognising the social and historical dimensions of science, (b) appreciating a plurality of knowledge-making practices beyond scientific inquiry, (c) connecting teaching to actual science practices. We further introduce a ninth practice we call “Doing science together”. This supplementary work is aimed at foregrounding the relationship between science practices and the nature of science. Implications for use are discussed, including suggestions for learning outcome areas for preservice and in-service science teachers.