We are pleased to share a new refereed conference paper published in the proceedings of the IHPST 2026 Lisbon Conference.
Drawing on two complementary studies involving in-service science teachers and natural history museum guides, our work explores how the Pedagogy of Practice framework can support educators in translating their understanding of the Nature of Science (NOS) into meaningful educational practice.
The paper highlights the potential of practice-based professional development to bridge the gap between conceptual understanding and instructional implementation across formal and informal science education settings.
We are delighted to share this work with the international history, philosophy, and science education research community!
Publication: Pshenichny-Mamo*, A., Ben-Simon*, H., & Tsybulsky, D. (2026). From knowing to doing: Professional development for science educators in nature of science through a pedagogy of practice framework. In C. Faria, B. Valente, P. Maurício, & J. Torres (Eds.), Proceedings – IHPST 2026 Lisbon Conference. Scientific literacy: Contributions from the history and philosophy of science (pp. 23–28). Universidade de Lisboa – Instituto de Educação. *Both authors contributed equally to this work and share first authorship.