Dr. Keith S. Taber
Publication:
Taber, K. S. (2006)
Towards a curricular model of the nature of science
Science
& Education
published on-line first, 10.1007/s11191-006-9056-4, 40 pages.
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