International Journal of Education and Psychological Research

(Print and Online Peer Reviewed Journal)

Print - ISSN: 2349 - 0853
e - ISSN: 2279 - 0179


(June 2021)

Nature of Science as a Dimension of Scientific Literacy And Rationale for Inclusion of Nature of Science in School Science Curriculum


Dr. Ajeet Kumar Rai , Jaya Mukherji

Pages: 46-51


The goals of Science Education are themselves ever evolving and dynamic in nature and hence the science education community

has preferred to use the term Scientific Literacy (SL ) as an ‘umbrella term’ denoting the array of outcomes expected of science

education. At the same time the review highlights the emergence of new aspects of science learning that has compelled the

reconceptualization of the term and reconfiguration of the structure of the term to include certain dimensions that were

neglected earlier. One such dimension is the ‘Nature of Science’ (NOS) that has emerged as a significant dimension of SL

particularly since the last decade of the last century and that still continues as an important area of research for the science

education research community. The paper also provides rationale for inclusion of this emerging dimension while framing the

school science curriculum. The objectives of this paper are: 1) to present a brief historical overview of evolution of the concept

of SL and subsequently to identify the main dimensions as reflected in the contemporary conceptualization of SL in the global

scenario. 2) To present the conceptualization of SL as reflected in the National Curriculum Frameworks of India. 3) To provide

rationale for inclusion of this emerging dimension of SL viz. ‘NOS’ while framing the school science curriculum. The

methodology of the paper is through a review of the science education journals to develop the theme of SL. Following this, the

conceptualization of SL as reflected in the NCFs of Indian origin using google search engine. Further, some more journals were

looked up to provide rationale for inclusion of NOS in the School Science curriculum. The findings are: 1) The dimensions of SL

identified at the global scenario are- a) Content knowledge b) Science Process Skills c) NOS d) Science-Technology-Society

relationship. 2) SL in the Indian perspective is conceptualized in terms of Content knowledge and its application in various

aspects of life, Science Process Skills, development of scientific attitude but it does not directly identify NOS an aim of Science

Education. So the last finding/conclusion of the paper is to provide some significant rationale for including NOS while framing

the School Science Curriculum.