Suggesting a NOS Map for Nature of Science for Science Education Instruction
Jun-Young Oh 1 *
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1 Hanyang University
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00680a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 5, pp. 1461-1483

Publication date: 04 Jan 2017

Article Views: 274

Article Downloads: 195

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