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

Authors: Dr. Ajeet Kumar Rai , Jaya Mukherji

Pages: 46-51

Abstract:

The goals of Science Education are themselves ever evolving and dynamic in nature and hence the science education communityhas preferred to use the term Scientific Literacy (SL ) as an ‘umbrella term’ denoting the array of outcomes expected of scienceeducation. At the same time the review highlights the emergence of new aspects of science learning that has compelled thereconceptualization of the term and reconfiguration of the structure of the term to include certain dimensions that wereneglected earlier. One such dimension is the ‘Nature of Science’ (NOS) that has emerged as a significant dimension of SLparticularly since the last decade of the last century and that still continues as an important area of research for the scienceeducation research community. The paper also provides rationale for inclusion of this emerging dimension while framing theschool science curriculum. The objectives of this paper are: 1) to present a brief historical overview of evolution of the conceptof SL and subsequently to identify the main dimensions as reflected in the contemporary conceptualization of SL in the globalscenario. 2) To present the conceptualization of SL as reflected in the National Curriculum Frameworks of India. 3) To providerationale for inclusion of this emerging dimension of SL viz. ‘NOS’ while framing the school science curriculum. Themethodology of the paper is through a review of the science education journals to develop the theme of SL. Following this, theconceptualization of SL as reflected in the NCFs of Indian origin using google search engine. Further, some more journals werelooked up to provide rationale for inclusion of NOS in the School Science curriculum. The findings are: 1) The dimensions of SLidentified at the global scenario are- a) Content knowledge b) Science Process Skills c) NOS d) Science-Technology-Societyrelationship. 2) SL in the Indian perspective is conceptualized in terms of Content knowledge and its application in variousaspects of life, Science Process Skills, development of scientific attitude but it does not directly identify NOS an aim of ScienceEducation. So the last finding/conclusion of the paper is to provide some significant rationale for including NOS while framingthe School Science Curriculum.