A proposed typology of NOS empirical research: trends and implications

Nature of Science (NOS) is a vital school subject with extensive publication record including results from many empirical investigations. This project examined the range, nature, and trends in empirical NOS studies from six major science education research journals over a recent 25-year period with additional recent data. Using systematic literature review techniques (SLR) and subsequent qualitative methods, we developed a comprehensive typology of empirical NOS articles. Ten categories emerged: Teaching NOS to students; Teaching NOS to teachers; Teachers’ NOS classroom practices and knowledge transfer; NOS assessment development and application; Analyses of textbooks and science curricula; Relationships between NOS knowledge and other variables; Scientists and science educators’ views of NOS; Development of NOS instructional materials and frameworks; Cultural considerations within NOS research; and examinations of unique NOS aspects that occasionally intersect with work in other categories. We report significant trends to illustrate the current state of NOS research and conclude with an extensive list of analyzed articles both to substantiate our typology and provide a valuable reference for researchers conducting future NOS studies. As an additional resource, we’ve included an appendix listing non-empirical but scholarly articles featuring discussions of theoretical perspectives on the NOS domain.