Addressing Nature of Scientific Knowledge in the Preparation of Informal Educators

Abstract

The ultimate goal of science instruction has been, and continues to be, the development of a scientifically literate citizenry. In short, we want our citizens to possess foundational science knowledge and be able to use this knowledge to make informed decisions about scientifically based personal and societal issues. Understanding the limits of scientific knowledge, as derived from how it is developed, is critical to such decisions and is commonly referred to as nature of scientific knowledge (NOS) in the science education literature. Current reforms are emphasizing the importance of both formal and informal education venues in achieving the goal of scientific literacy. Educators in informal settings have the potential to influence the public understanding of science and nature of scientific knowledge in many ways that are not possible in formal education. Consequently, it is imperative for informal educators themselves to possess coherent understandings of nature of scientific knowledge. This chapter addresses what informal educators need to know about NOS, current research on teaching NOS and how ISI educators can effectively use informal environments to communicate NOS understanding to the public.