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ERIC Number: ED543992
Record Type: Non-Journal
Publication Date: 2013-Jul
Pages: 11
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-2147-611X
Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy
Lederman, Norman G.; Lederman, Judith S.; Antink, Allison
Online Submission, International Journal of Education in Mathematics, Science and Technology (IJEMST) v1 n3 p138-147 Jul 2013
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 nation's populace. The essential nature of scientific literacy is that which influences students' decisions about personal and societal problems. Beyond this, however, educators work to influence students' 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.
Publication Type: Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A