The Nature of Science: Achieving Scientific Literacy by Doing Science

Abstract

Inquiry teaching is once again advocated as a central element in science teaching (NRC 1990, 1995; AAAS 1989, 1993). This requirement makes it vital for science teachers to know and understand the basic processes and philosophies of science. Unfortunately, we rarely provide useful experiences in this domain to students participating in teacher education programs. The science education program at our university incorporates into its curriculum several strategies and courses where the processes and nature of science are stressed. This chapter describes the means by which the nature of science is blended with a science education program for both preservice and inservice teachers. First, we briefly describe the preservice programs leading to both the elementary credential (grades K-8) and the secondary credential