The Nature of Science Education for enhancing Scientific Literacy

Jack Holbrook (1) , Miia Rannikmae (2)

1 Centre for Science Education
2 Centre for Science Education

This article explores the meaning of the nature of science education to enhance scientific literacy. It argues that the teaching approach for science education should be regarded as “education through science, rather than “science through education”. A model of the nature of science education is proposed having its foundations based on activity theory rather than logical positivism. This encompasses an understanding of the nature of science, with links to achievement of goals in the personal domain, stressing intellectual and communication skill development, as well as the promotion of character and positive attitudes, plus achievement of goals in the social education domain, stressing cooperative learning and socio-scientific decision making. Although the nature of science is seen as an important component of science education, the over-riding target for science teaching in school, as an aspect of relevant education, is seen as responsible citizenry, based on enhancing scientific and technological literacy. The meaning of scientific and technological literacy is discussed. Key words – nature of science education, nature of science, education through science, true or multi-dimensional scientific and technological literacy, relevant education, activity theory.

Mots clés: Social Sciences & Humanities

Jack Holbrook, Miia Rannikmae. The Nature of Science Education for enhancing Scientific Literacy. International Journal of Science Education, 2007, 29 (11), pp.1347-1362. ⟨10.1080/09500690601007549⟩. ⟨hal-00513329⟩