The Nature of Science (Essay)

Kalev Uiga 10.01.07

The Nature Of Science

The Nature of Science (NOS) and it’s importance in modern science has been often discussed by different scientists and philosophers. Usually, the science is called as a process for producing knowledge. The scientific knowledge is created from human imaginations and logical reasoning and it is an important part of the NOS. This scientific knowledge may be tentative (subject to change), empirical (based on and/or derived from observations of the natural world), theory-laden (partly the product of human inference, imagination, and creativity) and socially or culturally embedded [1]. The objective of helping pre-college students develop informed views of NOS has been a central goal for science education during the past 85 years [1]. Research studies have found that the high-school students understanding about the NOS plays an important role in science education as a whole. However, these studies have shown that the student’s understanding of the NOS is quite poor [2]. This problem may be caused by different factors. For example, the overemphasis on quantitative calculations in most science textbooks causes the student’s low-level conceptual understanding and problem-solving ability. The author’s suggests that the students should at least be able to explore basic qualitative understanding before they are engaged in quantitative calculation [2]. From an educational perspective, most agree that teaching children to simply recall scientific acts, laws, and theories is not enough [3]. When the students relate their basic theoretical knowledge with practical laboratory experiments, then this will hopefully aid to improve and develop student’s understanding about the NOS [4]. So it’s obvious that clearly more is needed to support the science education in high- school. The teaching methods are also important by developing the NOS, because it also influences the quality of teaching. For example, it is important to develop a critical understanding of the NOS and how it relates to the society. Previous studies also found that teaching the science history to the students influences positively their understanding about the NOS. In other words, the information regarding how and why previous scientists conducted experiments, discussed, or debated to defend their hypotheses should be emphasized [5].

1 As technology and science have almost become one and the same in today’s society, then it’s also important to explain their relationship to the students. Technology is mostly understood in society as a tool to improve life by making aspects of life either easier or more productive [6]. Technology has made a rapid development during the last 20th century and the science plays great role by new technology achievements. The scientific knowledge also changes quickly today and the scientist and the science educators have to collect very often new scientific information. The authors also discussed the fact that searching for the nature’s truth is no longer paramount in the drive to study the NOS, rather technological advancements based on monetary goals are what drive the study of science. The scientists have an important role in today’s technology-based society as they help to make appropriate policy decisions and attract more people to scientific careers. Neither of these could be accomplished if scientists fail to help non-scientists understand the nature of their work and the implications of their accomplishments for societal benefit [7]. According to Bell and Lederman it’s also important to develop better decision making skills in science and different technology based issues [3]. This implies that scientists must have a sound understanding of the rich complexity of the nature of their work before they can communicate it effectively to others. Dass has discussed about the importance for anyone to understand the NOS in his article. For example, he indicates that it is needed to broad scientific literacy for the public in order to make wise decisions and solve different issues in modern technology based society [7]. Research on the NOS over the last decades reveals that the science teachers appear to have inadequate conceptions of the NOS. The science educators have also noticed that the efforts to improve teacher’s conceptions of the NOS have achieved some success when either historical aspects of scientific knowledge or direct attention to the NOS have been included [8]. This research shows that understanding the historical aspects from science may help to improve teacher’s as well as student’s understanding about the NOS. The question of whether knowledge and beliefs are the same, similar, or different constructs is crucial to understanding how to approach teaching science concepts to the students. Knowledge is understood to be a dynamic construct that is developed by the learner through experience and is open to continual refinement. In contrast, belief is understood to be a more firmly structured and static construct, one that is acquired through significant episodes of experience [9]. Sometimes the student’s understanding about some

2 kind of scientific issue, such as the evolution theory, may be influenced by their religious beliefs that are changing slowly. Understanding the NOS, however, requires that novice teachers understand the science theories and models that are often useful and may assist us in solving difficult problems or puzzles [10]. For example, complex mathematical models will help us to predict weather and climate change on the planet Earth. In my opinion, the science has an important place in our society, because it will help us to develop new technologies and find answer to different problems or questions. Sometimes the science may be rather subjective as it’s influenced and driven by the presently accepted scientific theories and laws. In order to examine different hypothesis or theories the scientific method is often used for that [11]. When faced with a claim that something is true, scientists respond by asking what evidence supports it. But scientific evidence validity depends on how the data are interpreted in the recording or reporting of the data. For example, the scientists presume that the things and events in the universe are comprehensible and they follow certain laws. Scientists believe that through the use of the intellect, and with the aid of instruments that extend the senses, people can discover patterns in all of nature [12]. Sometimes few exeptions from the general rule may still occour. As a conclusion, the NOS will help understand deeper the nature around us and find appropriate answers to different kind of questions.

References:

1. Abd-El-Khalick, F. Developing deeper understandings of nature of science: the impact of a philosophy of science course on preservice science teachers’ views and instructional planning , Int. J. Sci. Educ., vol. 27 (1), 15-42, Taiwan 2005. 2. Lin, H.-S., Chiu, H.-L. Student understanding of the nature of science and their problem-solving strategies, Int. J. Sci. Educ., vol. 26 (1), 101-112, 2004. 3. Bell, R.L., Lederman, N.G. Understandings of the Nature of Science and Decision Making on Science and Technology Based Issues, Wiley Periodicals Inc., 2003. 4. Schwartz, R.S., Lederman, N.G., Crawford, B.A. Developing Views of Nature of Science in an Authentic Context: An Explicit Approach to Bridging the Gap Between

3 Nature of Science and Scientific Inquiry. Science Teacher Education, Wiley Periodicals Inc., 2004. 5. McComas, W.F., Almazroa, H. The Nature Of Science In Science Education: An Introduction, Science & Education 7: 511-532, 1998. 6. Tairab, H.H., How do Pre-service and In-service Science Teachers View the Nature of Science and Technology? Research in Science & Technological Education, Vol. 19 (2), 2001. 7. Dass, P.M., Understanding The Nature Of Scientific Enterprise Through A Discourse With It’s History: The Influence Of An Undergraduate ‘History Of Science’ Course, International Journal of Science and Mathematics Education (2005) 3: 87–115, Taiwan 2005. 8. Lederman, N.G., Wade, P.D., Bell, R.L. Assessing the Nature of Science: What is the Nature of Our Assessments? Science and Education 7: 595-615, 1998. 9. Southerland, S.A., Sinatra, G.M., Matthews, M.R. Belief, Knowledge, and Science Education Educational Psychology Review, Vol. 13, No. 4, 2001. 10. Lawrence C. Scharmann, L.C., Smith, M.U. et al. Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology, Journal of Science Teacher Education, 16: 27–41, 2005. 11. Holbrook, J. Science Communication lecture (session 2) – The Nature Of Science. 12. http://www.project2061.org/publications/sfaa/online/chap1.htm (14.01.07)