Nature of science

Nature of science (NOS) describes what science is, how it works and how scientists can contribute to scientific knowledge and scientific methods.

Although there is no consensus on what nature of science is, the following ideas may illustrate some nature of science:

1. Scientific knowledge while durable, has a tentative character.

2. Scientific knowledge relies heavily on observation, experimental evidence, rational arguments and skepticism.

3. There are many ways of doing science. There is no universal step-by-step scientific method. For example, hypothesis may not be necessary in some areas of scientific research.

4. Science attempts to explain the nature.

5. Laws and theories serve different roles in science. Theories do not become laws even with additional evidence. A law is a general description of a natural phenomenon without an explanation; a theory attempts to explain a natural phenomenon by providing explanations and it may be used to predict new phenomena.

6. Observations are theory-laden.

7. Scientific ideas are affected by their social environment and historical background.

8. Science knowledge and theories can be falsified.

The nature of science elements are now included in quite a few international science standards documents.

In 1960, the National Society for the Study of Education stated that the nature of science was a major aim of science teaching:
There are two major aims of science-teaching; one is knowledge, and the other is enterprise. From science courses, pupils should acquire a useful command of science concepts and principles. Science is more than a collection of isolated and assorted facts... A student should learn something about the character of scientific knowledge, how it has been developed, and how it is used.

Organizations including the Association for Science Education in Britain (1981), the National Science Teachers Association (1995), the American Association for the Advancement of Science (1989, 1993) and the National Research Council (1996) has embraced the idea of incorporating the nature of science in school science.

Some educators like Songer, N.,Linn, M. and Michael Martin proposed that knowledge in the nature of science can enhance (1) the learning of science content, (2) understanding of science, (3) decision making of students, and (4) inquiry-based or constructive teaching by constructing meaning concerning the natural world.

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