This study assessed the (i) ways in which, and extent to which, several aspects of nature of
science (NOS) are represented in high school biology and physics textbooks in the United
States (US);(ii) extent to which these representations have changed over the course of
several decades; and (iii) relative impact of discipline, and textbook publishers versus
authors on the observed patterns. NOS aspects included the empirical, tentative, inferential,
creative, theory‐laden, and social NOS; myth of “The Scientific Method”; nature of theories …

This chapter focuses on text that examined representations of nature of science (NOS) in
high school chemistry, as well as high school biology and physics textbooks in the United
States. The longevity of the focus on NOS in science education has translated into sustained
and intensive research and development efforts focused on gauging science students' and
teachers' NOS understandings, and developing the impact of instructional approaches and
materials aimed at improving those understandings. A focus on commercial science …