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<p>In this article, we explore how Swedish upper secondary students’ perspectives on Nature of Science (NOS) relate to elements derived from the concept of Critical Science Agency (CSA). The elements of CSA used in this study are connected to aims of social justice in science education. The study responds to previous research that has argued for the need for empirical studies focusing on how NOS can contribute to social justice. Six focus groups were conducted with students who do not specialize in science. Through content analysis, three themes were developed, which include students’ NOS perspectives on: <i>Scientific Practices and Inequalities</i>; <i>Scientific Products and Societal Needs</i>; and <i>Scientific Information and Trustworthiness.</i> The themes indicate different directions in which students’ NOS perspectives can promote social justice. NOS content from the themes can potentially contribute to social justice by making science education feel more relevant to a wider range of students and by empowering them to critically examine science and to use scientific knowledge in personally and socially meaningful ways. Future research could further explore how NOS content from the derived themes can be implemented in science teaching to support students´ development of CSA.</p>

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Nature of Science for Critical Science Agency—Perspectives from Upper Secondary Students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月23日

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  • Johanna Andersson,
  • Lena Hansson,
  • Lotta Leden

摘要

In this article, we explore how Swedish upper secondary students’ perspectives on Nature of Science (NOS) relate to elements derived from the concept of Critical Science Agency (CSA). The elements of CSA used in this study are connected to aims of social justice in science education. The study responds to previous research that has argued for the need for empirical studies focusing on how NOS can contribute to social justice. Six focus groups were conducted with students who do not specialize in science. Through content analysis, three themes were developed, which include students’ NOS perspectives on: Scientific Practices and Inequalities; Scientific Products and Societal Needs; and Scientific Information and Trustworthiness. The themes indicate different directions in which students’ NOS perspectives can promote social justice. NOS content from the themes can potentially contribute to social justice by making science education feel more relevant to a wider range of students and by empowering them to critically examine science and to use scientific knowledge in personally and socially meaningful ways. Future research could further explore how NOS content from the derived themes can be implemented in science teaching to support students´ development of CSA.