Abstract
ABSTRACT This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the National Curriculum for Science in England through historical narratives. The elaboration of these TLPs was carried out as a collaborative experience between the researcher and a participant science teacher throughout one school year, following design principles to inform different cycles of development, teaching—at one classroom (26 students aged 12–13)—and reflection about these materials. Using a qualitative approach to data generation (interviews and observational field-notes) and analysis, the main aim of this article is to explore how this researcher–teacher partnership has affected the participant teacher’s professional, personal, and social growth. Findings from this teacher’s engagement with the development, enactment, and reflection about these innovative teaching resources will be presented to illustrate how this type of experience can influence, for instance, teachers’ professional development, perceived self-efficacy around NOS teaching and ownership of novel teaching ideas.
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