After studying this chapter, you will be able to:
• consolidate personal understanding of the Nature of Science and application to real-world scenarios
• demonstrate how inquiry approaches can assist in development of an understanding of working scientifically, scientific knowledge domains and science as a human endeavour
• formulate clear understanding of concepts and resolve commonly held alternative conceptions
• apply theoretical knowledge to examining real-world scenarios that engage students in teaching science.
This ‘mirror’ chapter provides examples for the practical application of learning experiences from Chapter 1.4, designed to enable students to connect scientific principles to real-world scenarios and to develop an understanding of the Nature of Science.
A scientifically literate person can be described as action-oriented (Rennie, 2006), and displays the following:
• is interested in and understands the world around them
• engages in the discussions about and of science
• identifies questions, investigates and draws evidence-based conclusions
• is sceptical and questions claims made about scientific matters
• makes informed decisions about their own health and wellbeing and environment.
The development of scientific literacy is fostered by integrating explicit, reflective instruction about the Nature of Science together with scientific literacy in traditional science content (Lederman, Lederman & Antink, 2013). Essentially, if you create a range of opportunities for students to practise doing science and reflect on what they are doing (as discussed in Chapter 1.4 and modelled in Figure 1.4.2), their science learning experiences will be richer, more authentic and more meaningful. The question, therefore, is what activities or strategies can you bring into the classroom to engage authentic, real world experiences for your students – while at the same ensuring that all strands of the Australian Curriculum: Science are addressed. For a true reflection of science as a way of learning or the Nature of Science, all strands must be integrated. Figure 2.4.1 depicts the strands of the Australian curriculum as a three dimensions model related to the Nature of Science, which depicts misgivings occurring when an insufficient number of strands is addressed.
Watch the Youtube clip Awareness test, www.youtube.com/watch?
How did you go with this? Did you need to watch the video again to check the validity of the statement?
It is often easy to miss the ‘obvious’ if we are not looking for it. The same concept applies when ensuring the Nature of Science is embedded into your teaching.