Understanding the Nature of Science in Science Education

This paper has explored the dynamic arena of the nature ofscience by examining both its history and ways that the nature ofscience has informed and should guide science teac ing and learning. We have taken the position that a pragmatic consensus exists regarding some of the most important elements regarding the process of science, but have demonstrated that constructive debate exists. Research and discussion continues regarding the relationship between what teachers believe about the nature of science and what theyt en communicate to students. I assert that teachers must have experiences where they explore the social studies of science and contemplate the methods by which that content may e shared with students. This is the core purpose for developing this paper, a paper of rationales and strategies. It is vital that the science education community provide an accurate view of how science operates to students and by inference to their teachers.The paper examined some of the tested strategies for doing science and what scientists do in the area of educating our students. Whether these plans find a home in teacher education programs, in school classrooms, or simply in the minds of interested individuals We are confident that science education will be a richer discipline and our students will be more adequately prepared for their lives as citizens when they are afforded a fuller understanding of the nature of this thing called science.