1. Designing and evaluating nature of science activities for teacher education Fanny Seroglou & Agustin Aduriz-Bravo Aristotle University Universidad de of Thessaloniki Buenos Aires Greece Argentina

2. teacher educators help and encourage prospective and in-service teachers traditional scientific science  literacy education for all

3. teachers become acquainted with have an appreciation for nature of science

4. GNOSIS knowledge Guidelines for Nature Of Science Introduction in Scientific literacy

5. three complementary dimensions cognitive dimension meta-cognitive dimension emotional dimension

6. cognitive dimension science as a set of models the broader social contexts nature of science contents nature of science contexts

7. meta-cognitive dimension what science is how science changes in history how science relates to society and culture synthetic nature of science as a product nature of the evolution and methodologies of science nature of the interrelations of science and society

8. emotional dimension attitudes values nature of attitudes expressed through science nature of values fostered by science

9. contributions of the meta-sciences history of science philosophy of science sociology of science

10. cognitive  history of science scientific contents and the contexts of their emergence productively informed by discussions of the history of scientific ideas

11. meta-cognitive  philosophy of science “how do we know what we know?” philosophical “key-ideas” set in historical events warned by sociological contributions against dogmatism and elitism

12. emotional  sociology of science attitudes expressed through science and values fostered by science ideas from recent sociology of science and science studies may illuminate the contribution of science in the formation of educated people

13. GNOSIS dimensionNOSmeta-science cognitive  nature of science contents  nature of science contexts history of science meta- cognitive  synthetic nature of science as a product  nature of the evolution and methodologies of science  nature of the interrelations of science and society philosophy of science emotional  nature of attitudes expressed through science  nature of values fostered by science sociology of science

14. the GNOSIS framework functions as  a set of structural guidelines to design teacher education courses  an evaluation tool for NOS applications

15. two “parallel” examples Thessaloniki  Buenos Aires GNOSIS structural guidelines narratives for teaching NOS

16. GNOSIS : cognitive dimension a historical review of the relations between creator and creation in science and technology ethical issues arising from scientific creation a variety of scientific contents (cloning, eugenics, euthanasia)

17. GNOSIS : meta-cognitive dimension the kind of answers science is seeking concerning creation the philosophical questions that intrigue this quest the demands of society that favor different strands of scientific research the way scientific results reform and reshape social and cultural structures

18. GNOSIS : emotional dimension attitudes and values concerning… responsibility in scientific creation aims and motives for creating “independence” of creation from creator

19. a shift of roles teachers functioning as “audience” of the communicated stories, they feel detached and safely at a distance from the target contents that are debated

20. narratives resource for meaningful science teaching films, legendary tales, poems, newspaper articles provide background and raise issues

21. touching, intriguing, memorable stories in the past… were communicated through story-telling today… are powerfully presented through films

22. applications a fiction film Blade Runner Replicants of the Blade Runner watch fragments of the film discuss and debate Thessaloniki a Jewish legend Golem The giant of Balvanera legend reconstruction a poem by J. L. Borges a newspaper clip Buenos Aires

24. In Thessaloniki, after watching fragments of the film, perspective teachers were asked to discuss and debate about: the scientific and the philosophical questions raised in the film and the interrelations between these two

25. nature of science contents Can science help us solve problems of our life that seem impossible to solve?

26. nature of science contexts Is life a creation or a construct?

27. nature of the evolution and methodologies of science What are the limits of science? What parameters define those limits?

28. synthetic nature of science as a product As scientific questions meet philosophical questions, what are the boarders of such an interaction?

29. nature of the interrelations of science and society How should genetics develop and be dealt with in order to benefit contemporary and future societies?

30. nature of attitudes expressed through science Should the aims of science (and especially genetics) be immortality, youth, race perfection etc. or a better quality of life for all?

31. nature of values fostered by science Should we take advantage of the maximum of potentials of science (and especially genetics) and the scientific creations driven only by profit?

32. GNOSIS knowledge Guidelines for Nature Of Science Introduction in Scientific literacy