Beyond Nature of Science: The Case for Reconceptualising 'Science' for Science Education

In this paper, I argue that contemporary accounts of nature of science (NoS) are limited in their depiction of 'science' and that new perspectives are needed to broaden their characterisation and appeal for science education. In particular, I refer to the role of interdisciplinary characterisations of science in informing the theory and practice of science teaching and learning. After a brief review on the reconceptualization of NoS from a range...