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Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy

Norman G. LedermanJudith S. LedermanAllison Antink

出版	ERIC Clearinghouse, 2013
URL	http://books.google.com.hk/books?id=NHLrwQEACAAJ&hl=&source=gbs_api

註釋

Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nation's populace. The essential nature of scientific literacy is that which influences students' decisions about personal and societal problems. Beyond this, however, educators work to influence students' ability to view science through a more holistic lens. Examining the philosophy, history, and sociology of science itself has the potential to engender perceptions of science, in the broader context, that can impact the lens through which students view the world. The integration of explicit, reflective instruction about nature of science (NOS) and scientific inquiry (SI) in traditional science content is addressed as a means through which the development of scientific literacy is fostered.