Suggesting a NOS Map for Nature of Science for Science Education Instruction
Jun-Young Oh 1  
 
 
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Hanyang University
CORRESPONDING AUTHOR
Jun-Young Oh   

Hanyang University, 222 Wansimni, Seongdong, 133-791 Seoul, Korea (South)
Publish date: 2017-01-04
 
EURASIA J. Math., Sci Tech. Ed 2017;13(5):1461–1483
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ABSTRACT
Background:
The aims of this research are 1) to explore the inter-relationships within the individual elements or tenets of Nature of Science (NOS), based on the dimensions of scientific knowledge in science learning, and 2) to consider Kuhn's concept of how scientific revolution takes place.

Material and methods:
This study suggests that instruction according to our NOS Flowchart should include the tenets of NOS. The aspects of NOS that have been emphasized in recent science education reform documents disagree with the received views of common science. Attitudes about science can have a significant effect on scientific literacy. In education theory, the understanding of content lies in the cognitive domain, whereas attitudes lie in the affective domain.

Results:
There are three major dimensions of learning in science: knowledge, skills, and attitudes. Additionally, it is valuable to introduce students at the primary level to some of the ideas developed by Kuhn. Key aspects of NOS are, in fact, good applications to the history of science through Kuhn’s philosophy.

Conclusions:
Therefore, an NOS Flow Map could be a promising means of understanding the NOS tenets and an explicit and reflective tool for science teachers to enhance scientific teaching and learning.

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