Artículos de revistas: "Greek Science"

1

Kahn, Charles H. "Greek and Chinese Science". Classical Review 55, n.º 1 (marzo de 2005): 183–86. http://dx.doi.org/10.1093/clrevj/bni102.

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2

Wright, M. R. y Xinzhong Yao. "Greek and Chinese Science". Classical Review 49, n.º 2 (octubre de 1999): 541–43. http://dx.doi.org/10.1093/cr/49.2.541.

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3

Pedersen, Olaf. "Greek Astronomers and Their Neighbours". International Astronomical Union Colloquium 91 (1987): 63–73. http://dx.doi.org/10.1017/s0252921100105871.

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In Europe it has been customary to regard the ancient Greeks as our intellectual ancestors. Greek science was seen as the fountainhead from which modern European science ultimately derived both its existence and its characteristic features. This was not a completely empty idea. Each time a modern astronomer mentions a planet, the perigee and apogee of its orbit, its periods and their various anomalies, he is using so many Greek words. Moreover, until about a hundred years ago the extant works of the Greeks were the earliest scientific texts known to European scholars so that Greek science acquired a unique position in the European mind,and that ancient Greek culture in general became ‘classical’ and thus an ideal model or pattern for civilization as such. In consequence, the traditional European History of Science became an account of how science arose among the Greeks, how it penetrated into other cultural areas, and how it was sometimes eclipsed and again reborn in one of the so-called ‘renaissances’ of which European historians are so fond to speak.

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4

RAMÓN GUERRERO, Rafael. "Ibn Hazm of Cordoba and the Value of Science". Revista Española de Filosofía Medieval 25 (20 de diciembre de 2018): 55–66. http://dx.doi.org/10.21071/refime.v25i.11632.

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The concept of science moulded by the Islamic world was shaped by the Koran and the Greek notion of science, transmitted through translations of Greek texts into Arabic. Ibn Hazm’s repre-sentation of science and philosophy is based on that very concept. He is the first Andalucian we find whose extant texts recognise the value of the sciences.

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5

Lawrence, William. "Advice to a student of Classics". Journal of Classics Teaching 18, n.º 36 (2017): 15–16. http://dx.doi.org/10.1017/s2058631017000162.

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Look at the secondary school timetable and you will see that almost all the subjects are ancient Greek words; so the Greeks studied these ideas first and are worth studying for their ideas in their own language (just like the Romans in Latin!). Greek: Biology, Physics, Zoology, Philosophy, Mathematics, Economics, Politics, Music, Drama, Geography, History, Technology, Theatre Studies. Latin: Greek, Latin, Art, Science, Information (Latin) Technology (Greek), Computer Science, Media Studies.

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6

Dendrinos, Markos N. "Computer science professionals and Greek Library Science". Education for Information 26, n.º 2 (15 de octubre de 2008): 101–11. http://dx.doi.org/10.3233/efi-2008-26206.

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7

Rubner, H. "Greek Thought and Forest Science". Environmental History Review 9, n.º 4 (1 de diciembre de 1985): 277–95. http://dx.doi.org/10.2307/3984459.

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8

Abbott, Alison. "Greek science on the brink". Nature 481, n.º 7380 (enero de 2012): 123–24. http://dx.doi.org/10.1038/481123a.

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9

Malone, Jasmine. "Greek science: hope in crisis". Lancet 380, n.º 9839 (julio de 2012): 326–27. http://dx.doi.org/10.1016/s0140-6736(12)61236-7.

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10

KAIJSER, STEN. "Some Comments on Greek Science". Annals of the New York Academy of Sciences 661, n.º 1 Frontiers of (diciembre de 1992): 354–55. http://dx.doi.org/10.1111/j.1749-6632.1992.tb26052.x.

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11

BUDELMANN, FELIX y PAT EASTERLING. "Reading Minds in Greek Tragedy". Greece and Rome 57, n.º 2 (21 de septiembre de 2010): 289–303. http://dx.doi.org/10.1017/s0017383510000033.

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A notable intellectual development of the past decade or two has been the ever-growing interest in human consciousness and the workings of the mind. Sometimes grouped under the umbrella term ‘cognitive sciences’, diverse disciplines such as neuroscience, psychology, philosophy, computer science, and linguistics have all made major contributions to our understanding of the human mind and brain; and the large number of popular science books published in this area show that this can be an engrossing topic for the layperson as much as for experts. In this article we want to explore, at a rather general and non-technical level, how this focus on matters of cognition can help us think about an aspect of Greek tragedy.

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12

Bhayro, Siam. "On the Problem of Syriac “Influence” in the Transmission of Greek Science to the Arabs: The Cases of Astronomy, Philosophy, and Medicine". Intellectual History of the Islamicate World 5, n.º 3 (2017): 211–27. http://dx.doi.org/10.1163/2212943x-00503002.

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The answer to the question of why the role of Syriac in transmitting Greek science into Arabic is negligible in astronomy but important in philosophy and medicine lies in the history of Syriac science. There was little imperative to transmit Greek astronomy into Syriac because Babylonian astronomy was dominant and received in Syriac. Conversely, there was an imperative to transmit Greek philosophy, due to the lack of anything comparable in Syriac and a need that arose in the late fifth century. Medicine is an in-between case—there was a well-established Mesopotamian medical system, yet Greek sources were translated and integrated with it. This integration was rejected by Arab translators, the effects of which impacted modern scholarship. This analysis explains why influence varies by field and highlights how the modern study of the Syriac sciences has neglected their Mesopotamian background and focussed on how they received and transmitted Greek sources.

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13

Porlingis, I. C. "GREECE - GREEK SOCIETY FOR HORTICULTURAL SCIENCE". Acta Horticulturae, n.º 299 (diciembre de 1991): 20. http://dx.doi.org/10.17660/actahortic.1991.299.6.

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14

Pearcy, Lee T. y Lesley Ann Dean-Jones. "Women's Bodies in Classical Greek Science". Classical World 92, n.º 5 (1999): 476. http://dx.doi.org/10.2307/4352334.

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15

McGinn, T. A. J. "Women's Bodies in Classical Greek Science". History: Reviews of New Books 23, n.º 3 (abril de 1995): 135–36. http://dx.doi.org/10.1080/03612759.1995.9951136.

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16

Drachman, Gaberell. "On (Greek) Linguistics as a Science". Journal of Greek Linguistics 11, n.º 1 (2011): 3–26. http://dx.doi.org/10.1163/156658411x563658.

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17

Vrachnis, Nikolaos, Nikolaos Vlachadis y Dionisios Vrachnis. "Greek science must reform to survive". Nature 510, n.º 7506 (junio de 2014): 473. http://dx.doi.org/10.1038/510473c.

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18

Tampakis, Kostas. "HIGH SCIENCE AND NATURAL SCIENCES: GREEK THEOLOGIANS AND THE SCIENCE AND RELIGION INTERACTIONS (1832–1910)". Zygon® 54, n.º 4 (13 de noviembre de 2019): 1067–86. http://dx.doi.org/10.1111/zygo.12566.

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19

Kerr, R. A. "EARTHQUAKES:Prediction Claims Stir Greek Controversy". Science 285, n.º 5436 (24 de septiembre de 1999): 2044b—2045. http://dx.doi.org/10.1126/science.285.5436.2044b.

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20

Pastourmatzi, Domna. "Researching and Teaching Science Fiction in Greece". PMLA/Publications of the Modern Language Association of America 119, n.º 3 (mayo de 2004): 530–34. http://dx.doi.org/10.1632/003081204x20613.

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In the dreams our stuff is made of, Thomas M. Disch talks about the influence and pervasiveness of science Fiction in American culture and asserts the genre's power in “such diverse realms as industrial design and marketing, military strategy, sexual mores, foreign policy, and practical epistemology” (11-12). A few years earlier, Sharona Ben-Tov described science fiction as “a peculiarly American dream”—that is, “a dream upon which, as a nation, we act” (2). Recently, Kim Stanley Robinson has claimed that “rapid technological development on all fronts combined to turn our entire social reality into one giant science fiction novel, which we are all writing together in the great collaboration called history” (1-2). While such diagnostic statements may ring true to American ears, they cannot be taken at face value in the context of Hellenic culture. Despite the unprecedented speed with which the Greeks absorb and consume both the latest technologies (like satellite TV, video, CD and DVD players, electronic games, mobile and cordless phones, PCs, and the Internet) and Hollywood's science fiction blockbuster films, neither technology per se nor science fiction has yet saturated the Greek mind-set to a degree that makes daily life a science-fictional reality. Greek politicians do not consult science fiction writers for military strategy and foreign policy decisions or depend on imaginary scenarios to shape their country's future. Contemporary Hellenic culture does not acquire its national pride from mechanical devices or space conquest. Contrary to the American popular belief that technology is the driving force of history, “a virtually autonomous agent of change” (Marx and Smith xi), the Greek view is that a complex interplay of political, economic, cultural, and technoscientific agencies alters the circumstances of daily life. No hostages to technological determinism, modern Greeks increasingly interface with high-tech inventions, but without locating earthly paradise in their geographic territory and without writing their history or shaping their social reality as “one giant science fiction novel.”

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21

سلطان, حمزة y حامد محمد علي. "Greek history and philosophical enlightenment". Kufa Journal of Arts 1, n.º 5 (2 de octubre de 2009): 151–203. http://dx.doi.org/10.36317/kaj/2010/v1.i5.6502.

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Greece is one of the countries that had a distinguished name in the history of civilizations, and its star shone in the history of humanity in general and in the history of thought and science in particular. This led to an imbalance in the historical right of the ancient civilizations, because the ancient civilizations represented a state of homogeneity and intellectual and cultural cross-fertilization among themselves, and we found much of what was found among the people of Greece in terms of customs, traditions and life practices that have roots among the people of the East, especially religious practices. The people of Greece were distinguished from other peoples by striving Beyond the sciences and knowledge, the Greek student used to sacrifice valuable things in order to learn from great teachers

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22

Gari, Aikaterini, George Georgouleas, Artemis Giotsa y Eleni Anna Stathopoulou. "Greek students’ attitudes toward rape". Psychology: the Journal of the Hellenic Psychological Society 16, n.º 2 (15 de octubre de 2020): 130. http://dx.doi.org/10.12681/psy_hps.23809.

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Literature on sexual harassment and violence against women describes a variety of myths and stereotypes regarding partial or total responsibility of rape victims and their “enjoyment” of sexual violence. Rape stigma and rape myths are aspects of generalized attitudes toward victims of rape and rapists, while it seems that sexual violence remains a taboo in today’s western societies. This study explores Greek university students’ attitudes towards rape. A questionnaire created for the purpose of this study was administered to 950 Greek students at the University of Athens and at the University of Ioannina, divided into three groups: a group of students from the Faculty of Law, a group from Departments orientated to Humanistic and Social Sciences and a group of students from other Faculties and Departments of Applied Sciences. Factor analysis revealed four factors: “Rape victim’s responsibility”, “Defining the concept of rape”, “Rape motivation” and “Rapist’s characteristics”. In line with previous research findings, the results indicated that women were less accepting of conservative attitudestowards rape than men; they also seemed to reject attitudes of “blaming the victim” more, and to hold negative views of rapists. Additionally, the results showed that students of rural origin retain more conservative attitudes with respect to the victim’s responsibility and the rapist’s characteristics than students of urban origin. Finally, students in Law Departments seemed to have accepted more moderate attitudes than the other two groups of students; they mostly disagree with conservative attitudes regarding victim’s responsibilities along with the Social Science students, but they agree more with Applied Sciences students in defining rape.

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23

Creese (book author), David y Stefan Hagel (review author). "The Monochord in Ancient Greek Harmonic Science". Aestimatio: Critical Reviews in the History of Science 9 (21 de diciembre de 2015): 337–51. http://dx.doi.org/10.33137/aestimatio.v9i0.26008.

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24

Solomon, Jon. "The Monochord in Ancient Greek Harmonic Science". Phoenix 66, n.º 1-2 (2012): 176–78. http://dx.doi.org/10.1353/phx.2012.0015.

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25

Knight, Mary, C. J. Tuplin y T. E. Rihll. "Science and Mathematics in Ancient Greek Culture". Classical World 98, n.º 2 (2005): 223. http://dx.doi.org/10.2307/4352940.

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26

Abbott, Alison. "Greek science haunted by hydra of problems". Nature 517, n.º 7533 (enero de 2015): 127–28. http://dx.doi.org/10.1038/517127a.

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27

Kattel, Rainer. "Science and Mathematics in Ancient Greek Culture". History: Reviews of New Books 31, n.º 4 (enero de 2003): 176. http://dx.doi.org/10.1080/03612759.2003.10527538.

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28

Vasilopoulos, Pavlos y Nicolas Demertzis. "The Greek Green voter: environmentalism or protest?" Environmental Politics 22, n.º 5 (septiembre de 2013): 728–38. http://dx.doi.org/10.1080/09644016.2013.824173.

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29

Iqbal, Tehseen. "MEDICAL SCIENCE LANGUAGES ACROSS HUMAN HISTORY". Pakistan Journal of Physiology 18, n.º 1 (31 de marzo de 2022): 1–2. http://dx.doi.org/10.69656/pjp.v18i1.1471.

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The Edwin Smith Papyrus is written in ancient Egyptian language around 1,600 BC. The earliest foundations of Ayurveda medicine is written in Sanskrit dating from about 600 BC. The foundational text of Chinese medicine is the Huangdi neijing, (Yellow Emperor’s Inner Canon), written 5th century to 3rd century BC. The oldest written sources of western medicine are the Hippocratic writings from the 5th and 4th centuries BC written in Greek. During the Middle Ages (800–1,500 AD), Arabic was the language of medicine in most parts of the world. Scholars from different parts of the world were gathered in ‘Bait ul Hikma’ at Baghdad. They translated scientific works from Greek, Syriac, Pahlavi, and Sanskrit into Arabic. After Renaissance (14th AD), in Europe, both Greek and Arabic works were translated into Latin. Latin supplanted Greek as the preeminent medical language and remained so until the early 1800s. Then followed the era of the national medical languages. Since the 1950s, English has been the principal language of the medical profession. The global language of medicine in the 21st century is English. Pak J Physiol 2022;18(1):1?2

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30

Vallianatos, Evaggelos. "Deciphering and Appeasing the Heavens: The History and Fate of an Ancient Greek Computer". Leonardo 45, n.º 3 (junio de 2012): 250–57. http://dx.doi.org/10.1162/leon_a_00367.

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In 1900, Greek sponge divers discovered an ancient Greek treasure in the waters of the Aegean island of Antikythera: a device with gears dubbed the Antikythera Mechanism. Scientists studied it for almost a century and eventually declared it the most advanced machine preserved from the ancient world. This device predicted solar and lunar eclipses and harmonized the Greeks' sacrifices to their gods with their Panhellenic games and agriculture. This geared computer from the 2nd century BCE is now said to mirror the philosophy of Aristotle and the science of Archimedes. It was the product of an advanced Greek technological infrastructure that early Christians destroyed.

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31

Seife, C. "SCIENTIFIC PRIORITY: A Greek Letter, Demystified". Science 289, n.º 5488 (29 de septiembre de 2000): 2261. http://dx.doi.org/10.1126/science.289.5488.2261.

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32

Hetherington, Norris S. "Early Greek Cosmology: A Historiographical Review". Culture and Cosmos 1, n.º 01 (junio de 1997): 10–32. http://dx.doi.org/10.46472/cc.0101.0205.

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Early Greek cosmology has attracted much attention from classicists, historians, philosophers, and scientists, with each group bringing to the subject its own interests and biases. Purportedly authoritative reconstructions and analyses of ancient Greek cosmology exist in abundance, even though no philosophical writings of the Presocratic period, circa 600 to 400 BC, have survived. The Greeks’ attempt to explain celestial phenomena in natural terms and to avoid supernatural or divine intervention is a common theme linking many otherwise disparate scholarly studies. A frequent point of dispute involves the degree to which ancient ideas are to be judged in the context of modern science.

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33

Saliba, George. "Islamic reception of Greek astronomy". Proceedings of the International Astronomical Union 5, S260 (enero de 2009): 149–65. http://dx.doi.org/10.1017/s1743921311002237.

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AbstractResearch in Islamic science over the last half century or so has clearly established that such old myths as Islamic science being a preservation of Greek science, or that science was always in conflict with religion in Islamic civilization as it was in Europe, or that the European scientific Renaissance was independent of outside influences –a European phenomenon par excellence– are now all subjects of great dispute if not altogether dead. In what follows I will illustrate the evidence that has put such myths into question with only few examples, since time and space do not allow me to elaborate more.

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34

Baker, Camille. "How Big Was the Roman Empire?" Mathematics Teaching in the Middle School 1, n.º 9 (marzo de 1996): 754–59. http://dx.doi.org/10.5951/mtms.1.9.0754.

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This activity was designed as part of a sixth-grade interdisciplinary unit. “Seeing the World through the Eyes of Ancient Greeks and Romans.” In addition to learning about Greek and Roman geography, economics, government, and societies in social-studies class. students studied ancient scientists, physicians. and inventors in science class. They also explored Greek and Roman myths, religions, languages, and ideas in language-arts classes. In mathe matics classes, students experimented with the golden ratio and the pentagram. wrote an essay on how the Greeks used mathematics to understand their world, examined Greek and Roman architecture, and investigated the physical size of the Roman Empire. To culminate the unit, students worked in small groups on special projects, such as building a scale model of the Parthenon, measuring and creating a cale drawing comparing the soccer field with the Pantheon, creating and performing original myths or plays depicting life in ancient Greece and Rome, and constructing simple machines or demonstrations of the scientists' work in Greek and Roman times.

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35

TAMPAKIS, KOSTAS. "Onwards facing backwards: the rhetoric of science in nineteenth-century Greece". British Journal for the History of Science 47, n.º 2 (1 de agosto de 2013): 217–37. http://dx.doi.org/10.1017/s000708741300040x.

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AbstractThe aim of this paper is to show how the Greek men of science negotiated a role for their enterprise within the Greek public sphere, from the institution of the modern Greek state in the early 1830s to the first decades of the twentieth century. By focusing on instances where they appeared in public in their official capacity as scientific experts, I describe the rhetorical schemata and the narrative strategies with which Greek science experts engaged the discourses prevalent in nineteenth- and early twentieth-century Greece. In the end, my goal is to show how they were neither zealots of modernization nor neutral actors struggling in isolated wastelands. Rather, they appear as energetic agents who used scientific expertise, national ideals and their privileged cultural positions to construct a rhetoric that would further all three. They engaged eagerly and consistently with emerging political views, scientific subjects and cultural and political events, without presenting themselves, or being seen, as doing anything qualitatively different from their peers abroad. Greek scientists cross-contextualized the scientific enterprise, situating it in the space in which they were active.

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36

Koutsoyiannis, D., N. Mamassi y A. Tegos. "Logical and illogical exegeses of hydrometeorological phenomena in ancient Greece". Water Supply 7, n.º 1 (1 de marzo de 2007): 13–22. http://dx.doi.org/10.2166/ws.2007.002.

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Technological applications aiming at the exploitation of the natural sources appear in all ancient civilizations. The unique phenomenon in the ancient Greek civilization is that technological needs triggered physical explanations of natural phenomena, thus enabling the foundation of philosophy and science. Among these, the study of hydrometeorological phenomena had a major role. This study begins with the Ionian philosophers in the seventh century BC, continues in classical Athens in the fifth and fourth centuries BC, and advances and expands through the entire Greek world up to the end of Hellenistic period. Many of the theories developed by ancient Greeks are erroneous according to modern views. However, many elements in Greek exegeses of hydrometeorological processes, such as evaporation and condensation of vapour, creation of clouds, hail, snow and rainfall, and evolution of hydrological cycle, are impressive even today.

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37

Vasilopoulou, Effie y Antonia Trichopoulou. "Green pies: The flavonoid rich Greek snack". Food Chemistry 126, n.º 3 (junio de 2011): 855–58. http://dx.doi.org/10.1016/j.foodchem.2010.11.051.

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38

R. Zou’bi, Moneef. "The Arab Islamic Civilisation as a Global Force for Good". In medias res 13, n.º 24 (29 de mayo de 2024): 4095–101. http://dx.doi.org/10.46640/imr.13.24.9.

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From the eighth century, Muslims developed not only their knowledge in the field of theology, but also astronomy, mathematics, chemistry, medicine and other sciences. It is in the nature of Islam to encourage understanding and knowledge, research and study of nature. The text wants to show that the foundations of the Islamic scientific tradition existed even before the introduction of the Greek tradition, that is, that the golden age of Islamic science began with Abdel al-Malik, a century and a half before the creation of Bayt al-Hikma in Baghdad in the 9th century. For almost an entire millennium, the scientists of the Islamic civilization not only studied and analyzed the Greek (and other) sciences, but also added to them many completely new concepts that were unknown to their predecessors. The Crusades and the Mongol invasion influenced the circumstances in which Islamic science developed.The slow introduction of printing technology contributed to the slowdown of scientific development, as did the cessation of the use of the Arabic language as a scientific lingua francae. It is important to point out that Europe in the 12th century paid great attention to Islamic works on astronomy, arithmetic, trigonometry, optics, geometry, astrology and medicine (Mushtaq 1990). The proposed narrative therefore tells us that the science that began with the Greeks came to the Arabs and Muslims where it was accepted, assimilated and rearranged. It was then transferred to Europe over the centuries, where it ultimately contributed significantly to the industrial revolution.

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39

Irby-Massie (book author), Georgia L., Paul T. Keyser (book author) y Tracey E. Rihll (review author). "Greek Science of the Hellenistic Era: A Sourcebook". Aestimatio: Critical Reviews in the History of Science 1 (21 de diciembre de 2015): 44–50. http://dx.doi.org/10.33137/aestimatio.v1i0.25713.

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40

Held, Dirk Tomdieck y G. E. R. Lloyd. "Methods and Problems in Greek Science: Selected Papers". Classical World 87, n.º 4 (1994): 323. http://dx.doi.org/10.2307/4351510.

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41

Taub, Liba, Georgia L. Irby-Massie y Paul T. Keyser. "Greek Science of the Hellenistic Era: A Sourcebook". Classical World 98, n.º 3 (2005): 350. http://dx.doi.org/10.2307/4352960.

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42

Thibodeau, Philip (Philip J. ). "Science and Mathematics in Ancient Greek Culture (review)". American Journal of Philology 125, n.º 1 (2004): 140–44. http://dx.doi.org/10.1353/ajp.2004.0008.

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43

Apostolopoulos, Constantinos, Argyrios Psalidas, Vassilia Hatzinikita y Athanassios Katsis. "Studying Greek Students’ Performance on PISA Science Items". International Journal of Learning: Annual Review 15, n.º 8 (2008): 1–8. http://dx.doi.org/10.18848/1447-9494/cgp/v15i08/45900.

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44

Trachana, Varvara. "Austerity-led brain drain is killing Greek science". Nature 496, n.º 7445 (abril de 2013): 271. http://dx.doi.org/10.1038/496271a.

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45

Papadakis, Stamatios. "Gender stereotypes in Greek computer science school textbooks". International Journal of Teaching and Case Studies 9, n.º 1 (2018): 48. http://dx.doi.org/10.1504/ijtcs.2018.090196.

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46

Papadakis, Stamatios. "Gender stereotypes in Greek computer science school textbooks". International Journal of Teaching and Case Studies 9, n.º 1 (2018): 48. http://dx.doi.org/10.1504/ijtcs.2018.10011123.

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47

PATINIOTIS, MANOLIS. "ORIGINS OF THE HISTORIOGRAPHY OF MODERN GREEK SCIENCE". Nuncius 23, n.º 2 (1 de enero de 2008): 265–89. http://dx.doi.org/10.1163/221058708x00584.

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48

Shackelford, Jole. "Western Science from Greek Antiquity to Quantum Physics". Science & Education 25, n.º 9-10 (19 de noviembre de 2016): 1149–51. http://dx.doi.org/10.1007/s11191-016-9862-2.

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49

Stokstad, E. "Scientists dread Greek exit from the euro". Science 349, n.º 6244 (9 de julio de 2015): 125–26. http://dx.doi.org/10.1126/science.349.6244.125.

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50

Kapsala, Nausica, Apostolia Galani y Evangelia Mavrikaki. "Nature of Science in Greek Secondary School Biology Textbooks". Center for Educational Policy Studies Journal 12, n.º 2 (23 de junio de 2022): 143–68. http://dx.doi.org/10.26529/cepsj.1309.

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The nature of science describes what science is, how it works, and its interactions with society under the perspectives of philosophy, history, sociology, and psychology of science. Understanding it is an essential aspect of scientific literacy. Given the critical role that school textbooks hold, considering what is taught and how it is taught in schools, we find the presence of the nature of science in school science textbooks to be significant. In this research paper, all Greek biology textbooks of lower secondary education are analysed to evaluate whether principal elements of the nature of science can be found in them. The whole array of educational resources available (textbooks, workbooks, lab guides, teachers’ books) was analysed as well as the corresponding official biology curricula. Content analysis was the method of choice, and the ‘meaning unit’ was the unit of analysis. We found that most of the nature of science references in the material that students were taught in 2021/22 was implicit and not especially designed by the curriculum. Some nature of science aspects were more commonly found (e.g., evidence is vital in science) than others (e.g., science has limits). The most opportunities for the nature of science to be introduced were found in history of science vignettes, laboratory activities, and some optional inquiry activities. However, without a structured design from the curriculum, it is the teachers’ responsibility to design and facilitate nature of science instruction (or not). We conclude that lacking explicit references, the nature of science falls into the hidden curriculum and becomes falsely depicted, enforcing a positivist image of science.

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