Hudu, Sambo Muhammed.Muhmud, Mahmuda A.Simon Ombugadu, Eggari.2023-12-132023-12-132015-03-10a ,e> -S. (1992). ‘‘Sustainable Development: Concepts and Strategies”. In G.H. Peters & B.F. Stanton, L s. Sustainable Agricultural Development: The Role of International Co-operation. Proceedings ol the 21 Conference of the International Association of Agricultural Economics. London: Dartmouth Press. Cisse B. (2010). The Position of AUST on the World Bank AAP tertiary Education, Human Capital I , i ormat*j,e.r. a!pVC' ^o^n Van• dS Dcieevnecleo apnmde Tnet.chnology Education for future Human Needs in Lewis. J.L., and P.J. > (editors). Science & Technology Education and future Human Needs. New York: Pergamon,pg. 5-6. federal Government of Nigeria (FGN, 1986). National Policy on Science and Technology. FMST. I cderal Government of Nigeria (2004). National policy on Science and Technology. FMST Press. Harms. N.C. and Yager, R.E. (1991). What Researchers says to the Science Teachers. Vol.3. Pg. 5. ti ., Wellington. D.C. National Science Teachers Association.https://keffi.nsuk.edu.ng/handle/20.500.14448/3899This 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.enNature of Science, Process of Science, Constructive Debate. Teacher Education, Science EducationArticle