Dr. Keith S. Taber
Publication:
Taber, K. S. (2008)
Towards a curricular model of the nature of science
Science & Education 17(2-3), 179-218
Received: 5 September 2005 Accepted: 31 August 2006 Published
online: 7 October 2006
Abstract:
The nature of science is a complex theme, and continues to be the
subject of advanced and ongoing scholarship, drawing upon a range of disciplines.
Therefore, whatever is presented in school science as being ‘the’ nature
of science must at best be a simplification, and so there is a need to form
judgements about which simplifications are most appropriate. Effective ‘curricular
models’ of science concepts are designed simplifications of scientific models
that guide teachers by indicating target knowledge that is deemed appropriate
in terms of the prior learning and conceptual development of a group of learners,
and which is both ‘intellectually honest’ and a suitable basis for further
learning. A similar approach can guide teaching about the nature of science.
A consideration of the English National Curriculum offers an example of
how aims relating to the teaching of the nature of science may not be realised
in the absence of a suitable explicit curricular model to guide teaching.
Keywords
curricular models - models: scientific–curricular–teaching - nature of
science in school science - optimum level of simplification - target knowledge