At the recent IHPST 2026 conference in Lisbon, our research group was delighted to present our work on how the Pedagogy of Practice framework can guide professional development to help science educators implement Nature of Science in their instruction.
Our presentation synthesized findings from two of our group’s complementary studies, examining in-service science teachers on the one hand and natural history museum guides on the other. Despite working in very different environments, both groups of educators benefited significantly from this practice-based approach. The framework helped them bridge the critical gap between understanding Nature of Science as an abstract concept and actively and meaningfully integrating it into their daily educational practice.
These joint findings suggest that the Pedagogy of Practice offers a highly transferable model for preparing educators to foster richer, more authentic scientific literacy in both formal and informal settings. It was a privilege for our team to share these insights and to engage in inspiring dialogues with international colleagues working at the vital intersection of the history, philosophy, and teaching of science.
Pshenichny-Mamo, A., Ben Simon. H, & Tsybulsky, D. From knowing to doing: professional development for science educators in nature of science through a ‘pedagogy of practice’ framework. IHPST2026. Lisbon, Portugal, July 2026. Oral presentation.
