Abstract
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: through History of Science (HOS), Scientific Inquiry (SI) and Socio-scientific Issues (SSI). The PD-program includes all three, in that order, to provide the 49 participant-teachers alternative paths to embed NOSK in more school science units, designed according to the community of trainees’ Cultural-Historical characteristics and the Principles of Adult Education (analysis and modelling phases). Teachers examine and test the new model (4th phase) through a voluntary assignment to design and present a lesson plan to the plenary. The implementation phase consists of teaching in the classroom and a 5th meeting, finishing with a 6th meeting (reflecting phase). Arisen contradictions are dealt to evolve the whole activity system. Works for evaluation are included in all phases. Results to that point show that the PD-program is successful.
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