Graduate Research Papers

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Open Access Graduate Research Paper

Abstract

Recent publicity has emphasized the concern of American citizens over student performance in the sciences. In an effort to evaluate one aspect of kindergarten through twelfth grade curricula that may have contributed to this situation, a comprehensive review of the literature concerning the nature of science was developed into a philosophical paper. The findings are synthesized into an analysis of the nature of science that provides a broad outline of the subject and related issues. The nature of science is a way of knowing that when balanced with scientific content and processes aids in the development of scientific literacy. Nonetheless, teachers and students are not attaining an adequate level of understanding concerning the nature of science and this impacts their comprehension of science and performance in these subject areas. Many reasons have been given from institutional constraints to lack of resources as to why the nature of science is being excluded from kindergarten through twelfth grade curricula or why it is not completely understood. However, the biggest concern is that the nature of science is being taught implicitly. Teachers need to acquire contemporary views of the nature of science and include it within their objectives and assessment. They also need to teach about the nature of science explicitly and intentionally for it to have greater positive impact.

Year of Submission

2001

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Greg P. Stefanich

Second Advisor

Leslie S. Jones

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2001

Object Description

1 PDF file (37 leaves)

Language

en

File Format

application/pdf

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