NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1058646
Record Type: Journal
Publication Date: 2002
Pages: 6
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: EISSN-1446-6120
The Nature of Science
Eastwell, Peter
Science Education Review, v1 n2 p43-48 2002
Science is often referred to, particularly in curriculum documents, as one way of knowing, one way of describing, classifying, and understanding our universe. For students to become scientifically literate, they need "to engage in the discourses … about science" (Eastwell, 2002), so developing an understanding of the nature of science (NOS), including both its strengths and limitations, is an integral component in a "Science for All" curriculum. NOS might be also be defined as "the values and assumptions inherent to science" (Lederman, 1992, p. 331). This article will identify and discuss the values and assumptions inherent to science, identify distinguishing features of NOS, non-distinguishing features of NOS, and some myths about NOS. The article will also make some pedagogical recommendations.
Science Time Education. 570 Womina-Willowvale Road, Warwick, Queensland 4370, Australia. Tel: +61-7-46673786; Fax: +61-7-46673786; e-mail: admin@ScienceEducationReview.com; Web site: http://www.scienceeducationreview.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A