Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy

Norman G. Lederman, Judith S. Lederman, Allison Antink
2314 1428

Abstract


Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nationâs populace. The essential nature of scientific literacy is that which influences studentsâ decisions about personal and societal problems. Beyond this, however, educators work to influence studentsâ ability to view science through a more holistic lens. Examining the philosophy, history, and sociology of science itself has the potential to engender perceptions of science, in the broader context, that can impact the lens through which students view the world. The integration of explicit, reflective instruction about nature of science (NOS) and scientific inquiry (SI) in traditional science content is addressed as a means through which the development of scientific literacy is fostered.

Keywords


Nature of Science (NOS), Scientific Inquiry (SI), Scientific Literacy, Worldviews

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology

Abstracting/Indexing

 

 
 
International Journal of Education in Mathematics, Science and Technology (IJEMST) 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editors: Ismail Sahin & Mack Shelley

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)