Teaching and assessing the nature of science: An introduction

Abstract

The phrase ‘‘The Nature of Science’’ (NOS) is often used by science educators to refer to issues such as what science is, how it works, the epistemological and ontological foundations of science, how scientists function as a social group and how society influences and reacts to scientific endeavors. The importance of accurately and deliberately teaching NOS when teaching science to students is widely recognized. This is evident in science education reform documents, the extensive NOS literature appearing in science education journals, and as the focus of Science & Education. However, despite this cheery consensus regarding the importance of accurately teaching the NOS, much remains to be done in moving the vision to a reality in elementary through post-secondary science education. This special issue of Science & Education devoted to teaching and assessing the nature of science illustrates the importance of the NOS in teaching science, the research efforts being made to promote effective NOS teaching and learning, and points to the significant amount of work that remains to be done. What should be taught to students about NOS, and the developmental appropriateness of particular NOS ideas, are crucial decisions still being addressed in the science education community. Science educators acknowledge that issues regarding the nature of science are not settled (e.g. Abd-El-Khalick et al. 1998; Clough 2006; Eflin et al. 1999; Matthews 1994; McComas et al. 1998; Smith et al. 1997). At the same time, all these scholars argue that for science education purposes, an acceptable level of consensus exists on broad nature of science issues. The most recognized list of acceptable positions regarding the nature of science is that offered by Abd-El-Khalick et al. (1998). However, Clough (2007) raises concerns about NOS tenets arguing that they can be stifling and easily misused. While NOS tenets might provide guidance for curriculum development, teaching, and assessment regarding the NOS, they must not dictate the scope and sequence of NOS teaching and learning.