Nature of Science and Scientific Inquiry as Contexts for the Learning of Science and Achievement of Scientific Literacy

Norman G. Lederman, Judith S. Lederman, Allison Antink
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Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nationâs populace. The essential nature of scientific literacy is that which influences studentsâ decisions about personal and societal problems. Beyond this, however, educators work to influence studentsâ ability to view science through a more holistic lens. Examining the philosophy, history, and sociology of science itself has the potential to engender perceptions of science, in the broader context, that can impact the lens through which students view the world. The integration of explicit, reflective instruction about nature of science (NOS) and scientific inquiry (SI) in traditional science content is addressed as a means through which the development of scientific literacy is fostered.


Nature of Science (NOS), Scientific Inquiry (SI), Scientific Literacy, Worldviews

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Copyright (c) 2017 International Journal of Education in Mathematics, Science and Technology


International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)