The Representation of Nature of Science in German School Chemistry Textbooks

There are widespread misconceptions and stereotypes about the nature of science among both students and teachers. School textbooks could make a contribution to an improvement, given that they convey an adequate image of the nature of science (NOS). This article presents the results of an analysis of Gymnasium (secondary school) chemistry textbooks for the state of North Rhine-Westphalia, assessing the representations of ten important aspects of NOS. The results are listed, compared and discussed at the end