Nature of Science in Science Instruction

Beschreibung

This book offers a comprehensive introduction to Nature of Science (NOS), one of the most important aspects of science teaching and learning, and includes tested strategies for teaching aspects of the NOS in a variety of instructional settings. In line with the recommendations from the science education community to include NOS in all plans for science instruction, the book provides an accessible resource of background information on NOS, rationales for teaching these targeted NOS aspects, and – most importantly – how to teach about the nature of science in specific instructional contexts. The first section examines the why and what of NOS, its character, and what research says about how to teach NOS in science settings. The second section focuses on extending knowledge about NOS to question of scientific method, theory-laden observation, the role of experiments and observations and distinctions between science, engineering and technology. The book concludes with an extensive set of recommendations and strategies for teaching aspects of NOS applicable in diverse instructional environments.
Ourpredilection for premature acceptance and assertion, ouraversionto suspendedjudgment, are signs that we tend naturally to cut short the process oftesting. We are satisfied with superficial and immediate sho- visioned applications. . . . Science represents the safeguard ofthe race againstthese natural propensities and theevilswhich flow fromthem. . . . It isartificial (an acquired art), notspontaneous; learned, notnative. To this fact is due the unique, the invaluable place of science in education. (Dewey 1916, p. 189) Some, with a more narrow focus, maintain that if we want students to learn and become competent in science, then they must be taught something about the nature of science. For instance, Frederick Reif in a recent publication, has said: Alltoo often introductory physics courses ‘cover’ numerous topics, but theknowledge actually acquired by students is often nominal ratherthan functional. If students are to acquire basic physics knowledge. . . It is necessary to understand better the requisite thought processes and to teach these more explicitly. . . . if one wants to improve significantly students’ learning of physics. . . . It is also necessary to modify students’ naive notions about the nature of science. (Reif 1995, p. 281) Curriculum documents in the US (especially Project 2061 and the National Science Standards), Canada (especially Science for Every Student), and Europe (particularly those from UK, Denmark, and Spain) are giving increased prominence to students understanding the nature of science.

Is the most complete and accessible one-source work available on nature of science instruction

Combines scholarly background with rationales to inform and update readers

Is designed for all of those involved in science teaching

Suggests ways to communicate nature of science content to various audiences

Autor*in

William McComas

Themen in »Nature of Science in Science Instruction«

History and Philosophy of Science NOS Nature of Science Philosophy of Science Science Instruction Science Learning Science Teacher Education history of science instructional strategies philosophy of science science clasroom science curriculum science teaching teacher education

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