Assessing Understanding of the Nature of Science: A Historical Perspective

Abstract

The nature of science typically refers to “the values and assumptions inherent to science, scientific knowledge, and/or the development of scientific knowledge” (Lederman, 1992). These values and assumptions include, but are not limited to, independence of thought, creativity, tentativeness, an empirical base, subjectivity, testability, and cultural and social embeddedness (Duschl, 1990; Lederman, 1992; Matthews, 1994). In brief, the nature of science is directly related to the epistemology of science as distinct from science process and content. The development and assessment of students’ and teachers’ conceptions of the nature of science has been a concern of science educators for over 30 years. In spite of this focus on the nature of science as a goal for science instruction, a vast number of research investigations consistently indicate that students, as well as teachers, do not possess what are considered to be adequate conceptions of the nature of science (Aikenhead, 1973; Aikenhead, 1987; Cooley & Klopfer, 1963; Korth, 1969, Lederman & O’Malley, 1990; Lederman, 1992; Mackay, 1971, Rubba & Anderson, 1978; Wade & Lederman, 1995; Welch, 1981; among others). This finding makes the continued communication and assessment of aspects of the nature of science a vital part of the science curriculum as we enter the new century.