Science & Technology: The Nature Of Science And Technology

A primary goal of Ontario’s grades 1-8 Science and Technology is to develop “scientifically and technologically literate individuals who possess the knowledge, skills, and habits of mind required to participate in a science– and technology–based world.” According to the Science Teacher’s Association of Ontario, (STAO) “a scientifically and technologically literate person is one who can read and understand common media reports about science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-making activities regarding issues that involve science and technology.” It is clear that an essential component of scientific literacy includes an understanding on of the nature of science (NoS).

The Nature of Science (NoS) is a heavily debated subject matter. According to Abd-El-Khalick and Lederman (2000), the phrase nature of science, “typically refers to the epistemology of science as a way of knowing, or the values and beliefs inherent to the development of scientific knowledge.” Changes in the conceptualization of NoS reflected the consented terrain of teaching the NoS. According to much research, a greater understanding in the nature of science will allow students to make more informed decisions in their everyday lives.

Although much research points to the urgency for school systems to include nature of science education (American Association for the Advancement of Science 1989, Department for Education, Welsh Office 1995, National Research Council [NRC] 1996), there still appears to be a need to provide teachers with the necessary tools, teaching resources, and pedagogies to more effectively teach NoS. As Collins et all. (2001)