Open Access Graduate Research Paper
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
Master of Arts in Education
Department of Curriculum and Instruction
Greg P. Stefanich
Leslie S. Jones
1 PDF file (37 leaves)
©2001 William J. Soesbe III
Soesbe III, William J., "An Overview of the Nature of Science for K-12 Science Teachers" (2001). Graduate Research Papers. 1575.