Saunders, Walter L.
September 1986
Education;Fall86, Vol. 107 Issue 1, p98
Academic Journal
A long standing, major objective of science education programs centers around the development of student understanding of the nature of science. This paper describes evidence which suggest that students' actual understanding of the nature of science seems to be limited and confused. The discussion begins with references to the curriculum development literature which depict a long history of consensus regarding the importance of the "nature of science" objective. The author develops a definition of science based upon selections from the literature. With this definition as a reference point, the author describes the responses of three groups to the question, "What is Science"? The groups were comprised of selected university faculty, secondary science teachers, and secondary science students. Descriptive comparisons are made between the three groups. The paper concludes with speculation about how students conceptions of the nature of science develop.


Related Articles

  • Towards Meaningful Learning through Inquiry. Dumbrajs, Sivbritt; Helin, Piritta; K�rkk�inen, Hanna; Keinonen, Tuula // Eurasian Journal of Physics & Chemistry Education;2011, Vol. 3 Issue 1, p39 

    The purpose of this study is to develop and implement a study module including scientific inquiry based experiments in the context of the physical phenomenon of friction, and to assess the learning outcomes. The aim is to describe the levels of students' understanding after instruction as well...

  • A Thematic Review of Some Studies Investigating Students' Alternative Conceptions About Energy. Kurnaz, Mehmet Altan; Saglam-Arslan, Ayseg�l // Eurasian Journal of Physics & Chemistry Education;2011, Vol. 3 Issue 1, p51 

    Since science education researchers, teachers, curriculum developers, and policy makers elsewhere, who have, or plan to use energy concept in their studies may have a busy schedule to track related studies, a review and synthesis of the studies of alternative conceptions of students about the...

  • Improvement of Science Teaching. Postlethwait, S. N. // BioScience;Sep1980, Vol. 30 Issue 9, p601 

    The article presents information on science teaching. The author observes that learning is a change that takes place in the learner. According to him, learning is not something the teacher does for or to the student. Teaching must be the sum of those things a teacher does to engage a student...

  • A Powerful Way to Learn. Lederman, Norman G. // Science & Children;Sep2010, Vol. 48 Issue 1, p8 

    The author reflects on the importance of scientific inquiry aspect among students of science education in the U.S. The author notes that science students are expected to develop the skills of scientists, like the ability to ask questions, design investigations to answer such questions and...

  • making science 'pathway' choices in a changing world. Hipkins, Rosemary // New Zealand Science Teacher;2012, Issue 131, p4 

    An introduction is presented in which the editor discusses various reports within the issue on topics including the preparation of students to become scientists, the significant role of science teachers on their students' career choice, and the factors that trigger students to take science courses.

  • ASTA science teachers in Japan. Russo, Peter // Teaching Science: The Journal of the Australian Science Teachers;Dec2012, Vol. 58 Issue 4, p29 

    Following on from ASTA's first tour to Japan in 2011, a small contingent of Australian science teachers again visited that country in October this year for the purpose of exchanging ideas on science teaching, curriculum development and cultural sharing. This collaboration with the Sony Education...

  • A Framework for Socio-scientific Issues Based Education. Presley, Morgan L.; Sickel, Aaron J.; Muslu, Nilay; Merle-Johnson, Dominike; Witzig, Stephen B.; Izci, Kemal; Sadler, Troy D. // Science Educator;Summer2013, Vol. 22 Issue 1, p26 

    Science instruction based on student exploration of socio-scientific issues (SSI) has been presented as a powerful strategy for supporting science learning and the development of scientific literacy. This paper presents an instructional framework for SSI based education. The framework is based...

  • President's report.  // Ethos;2009, Vol. 17 Issue 3, p3 

    The author focuses on the curriculum design Australian schools use. She mentions the possibility of a change in teaching with the help of good resources and professional learning among educators. Based on her experience at the Asia Education Foundation, she recommends that the Australian...

  • Problem-Based Learning. Burruss, Jill P. // Science Scope;Mar1999, Vol. 22 Issue 6, p46 

    The article presents information on Problem-Based Learning (PBL) that requires students to attempt to resolve problems rather than learn how to solve the problem. The students who use PBL framework score better on science related assessments including science processes, higher-level thinking and...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics