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 (U.S.); (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 and laws; and social and cultural embeddedness of science. The sample included 34 (16 biology and 18 physics) textbooks, which commanded significant shares of the U.S. science textbook market. Textbooks were selected from seven “connected series” (three in biology and four in physics), which spanned 1–5 decades, with five series spanning, at least, 3 decades. Textbooks were scored for the accuracy and manner in which, as well as the extent (in textbook pages) to which, the target NOS aspects were represented. Analyses indicated that, on average, only less than 2.5% of the analyzed textbook pages were dedicated to addressing NOS constructs. Overall, representations of NOS in the textbooks did not differ by content area, were discernibly less than favorable, and did not improve substantially over the past several decades. These trends are incommensurate with the emphasis placed in U.S. reform efforts on helping precollege students develop informed NOS conceptions. Finally, the data strongly suggested that textbook authors have a relatively greater impact on the observed patterns when compared to textbook publishers. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 82–120, 2017

This study (i) explicates the sorts of ideas about science and the nature of knowing that were generated among participant graduate students who viewed the sci-fi film, Contact, and (ii) examines the interactions between these ideas and ontic stances with which participants approached viewing the film. Eleven doctoral students of various disciplinary backgrounds viewed Contact, wrote a film review in response to a prompt, and were interviewed to clarify and further explore ideas mentioned in their review. Participants' most prevalent ideas generated upon viewing Contact were that scientific assumptions, and trust in scientific knowledge and authority, are "faith-based"; theory-choice in science can be faith-based; science requires empirical evidence; and females in science are severely misrepresented. Further, more participants experienced such ideas as realistic rather than unrealistic representations of science, and some identified with particular scenes from the film. These results do not empirically support pedagogical techniques recommended by prior literature suggesting that science teachers who expose students to sci-fi film in the classroom should focus specifically on what teachers deem scientifically inaccurate or misinformation. This approach is rather limited and fails to consider ideas generated by students upon viewing films, which teachers might not expect (e.g., relating science with faith). Rather, we recommend an open-ended, reflective pedagogical approach to using sci-fi film where teachers, first, openly engage students with writing about and discussing thoughts they generate upon watching a given film, and then move to address student ideas. Our findings also indicate a critical need to expand the current consensus model for NOS in K-12 science education-in particular, including and explicating the nature and role of assumptions in science as an additional core dimension of currently accepted NOS models. Toward this end, we delineate the nature and role of scientific assumptions by reference to the epistemological theory of coherentism. # 2016 Wiley Periodicals, Inc. J Res Sci Teach 9999: XX-XX, 2016

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