Lecture 5 - The Nature of Science

Today’s Session Overview
1. Current reforms in Science Education.
2. Why teach about the Nature of Science?
3. What is the Nature of Science?
4. The three domains of science.
5. Key concepts.
6. Effective Nature of Science instruction.

1. Current reforms in Science Education
• Science for all – Goal: developing scientific literacy.
• The ability:
– to understand media accounts of science,
– to recognize and appreciate the
contributions of science, and
– to be able to use science in decision-
making on both everyday and socio-
scientific issues.
• Science for all – Goal: developing scientific literacy.
• Instruction – beyond teaching science as a body of

knowledge.
• Teachers are challenged to engage learners in a

broader view of science:
– addresses the development of scientific knowledge, and
– the very nature of the knowledge itself.
• Science teachers are encouraged to teach about the

Nature of Science.
• Teachers & learners lack appropriate understandings
of the Nature of Science.
• Negative impact – what is taught & learnt about

science.
• Science – subject with little connection to the real

world.
• “The Scientific Method” – producing “true” knowledge:

– Hypotheses = educated guesses.
– Theories have yet to be proven.
– Laws are absolute.
• Inherent to many critical issues in science

education:
– evolution/creationism debate,
– the relationship between science and religion, and
– delineation of the boundaries between science and
non-science.
• Increased student interest.
• Developing awareness of the impacts of science in

society.
• To help learners develop accurate views of

what science is:
– the types of questions science can answer,
– how science differs from other disciplines, and
– the strengths and limitations of scientific
knowledge.
3. What is the Nature of Science?
• A multifaceted concept that defies simple
definition.
• Includes aspects of history, sociology, and

philosophy of science.
• Science epistemology,
• the characteristics of scientific knowledge, and
• science as a way of knowing.
4. Three Domains of Science
1. A body of knowledge,
2. A set of methods/processes, and
3. A way of knowing.
4. Three Domains of Science
1. A body of knowledge
Facts
Definitions
Concepts
Theories
Laws
3. A Way of Knowing
2. A Set of Methods/Processes
Scientific knowledge is based upon
evidence.
Observing
Measuring Scientific knowledge can change
Estimating over time.
Inferring
Predicting Creativity plays an important role in
Classifying science.
Hypothesizing
Experimenting Background knowledge influences
Concluding how scientists view data.
5. Key concepts
1. Tentativeness.
2. Empirical evidence.
3. Observation and inference.
4. Scientific laws and theories.
5. Scientific methods.
6. Creativity.
7. Objectivity and subjectivity.
6. Effective Nature of Science instruction
i) Be explicit
• ‘doing science’ ≠ teaching the Nature of Science.

• Implicit approach – assumes development of sufficient
understanding of the scientific knowledge and
scientific process.
• Explicit approach – deliberately aim to develop.
• Requires discussion and reflection on the
characteristics of scientific knowledge and the
scientific enterprise.
ii) Connect to context
• Purposive instruction ≠ direct instruction.
• Experience specific activities designed to highlight

particular aspects of the Nature of Science.
• Inquiry activities, socio-scientific issues, and episodes

from the history of science = context.
iii) Link to process skills
• Link instruction about the Nature of Science into lessons

involving process skills, learners can learn about science
as they learn the skills necessary to do science.
• Any science process skills lesson = potential lesson about

the Nature of Science…
• …provided the teacher highlights the connection between

the two.
Process Skill Relevant Nature of Science Concepts
Observing Scientific knowledge is based upon evidence. Scientific knowledge changes as
new evidence becomes available.
Scientific laws are generalizations based that summarize vast amounts of

observational data.
Inferring Scientific knowledge involves observation and inference (not just observation
alone).
Scientific theories are based partly on entities and effects that cannot be
observed directly, and hence are inferential.
Classifying There is often no single “right” answer in science.
Predicting/Hypothesizing Scientific theories provide the foundation on which predictions and hypotheses
are built.
Investigating There are many ways to do science. There is no single scientific method that all
scientists follow.
Concluding Scientific conclusions can be influenced by scientists’ background knowledge.
Theories provide frameworks for data interpretation.

Nature of science How science teaching is formed
As a body of knowledge Develop teaching strategies that will lead to the acquisition of
knowledge
As involving processes of inquiry Develop learning strategies that will foster a spirit of inquiry, using
observation, testing, creative ability, mindedness of the learners
Science is a human endeavour, and Provide group activities for learners to construct knowledge. Encourage
is socially and collaboratively them to participate in science organisations. Draw examples from other
constructed areas to support teaching
Empirical evidence is the Use learning activities that require learners to make decisions or reach
foundation of scientific knowledge conclusions based on empirical evidence
Scientific knowledge is tentative Encourage learners to question scientific ideas and principle and to use
contemporary information to validate established scientific principles
• Understanding the Nature of Science may result in
teachers:
– discerning what is contextually relevant and ethical (and

what is not),
– minimising misconceptions in science by emphasizing the
teaching of science process skills,
– encouraging learners to explore their own environment and
construct their own understanding of human behaviour and
the physical world, and
– designing tasks to enable learners to work collaboratively to
construct knowledge and meaning.
QUESTIONS?

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Today’s Session Overview

1. Current reforms in Science Education.

2. Why teach about the Nature of Science?

3. What is the Nature of Science?

4. The three domains of science.

6. Effective Nature of Science instruction.

• Instruction – beyond teaching science as a body of

• Teachers are challenged to engage learners in a

• Science teachers are encouraged to teach about the

• Negative impact – what is taught & learnt about

• Science – subject with little connection to the real

• “The Scientific Method” – producing “true” knowledge:

• Inherent to many critical issues in science

• Increased student interest.

• Developing awareness of the impacts of science in

• To help learners develop accurate views of

• Includes aspects of history, sociology, and

2. A set of methods/processes, and

• ‘doing science’ ≠ teaching the Nature of Science.

• Purposive instruction ≠ direct instruction.

• Experience specific activities designed to highlight

• Inquiry activities, socio-scientific issues, and episodes

• Link instruction about the Nature of Science into lessons

• Any science process skills lesson = potential lesson about

• …provided the teacher highlights the connection between

Scientific laws are generalizations based that summarize vast amounts of

Classifying There is often no single “right” answer in science.

Concluding Scientific conclusions can be influenced by scientists’ background knowledge.

Theories provide frameworks for data interpretation.

– discerning what is contextually relevant and ethical (and

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