LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
2.9 The Nature of Science
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being local in terms of that particular knowledge having a place. Another similarity identified is with the generation of knowledge in terms of it having heterogeneous components where differences are evident in viewpoints, local beliefs, local practices and resources. Turnbull (as cited in le Grange, 2004, p.87) states that knowledge assembly “is a process of making connections and negotiating equivalences between the heterogeneous components while simultaneously establishing a social order of trust”. Understanding this point leads to the view that western/scientific knowledge and indigenous/traditional knowledge can share a relationship that is complimentary in nature. By bringing these heterogeneous components from western/scientific knowledge and indigenous/traditional knowledge together by establishing social order trust through negotiation between western and indigenous researchers, would create new knowledge spaces (le Grange, 2004).
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scientists have the ability to produce scientific knowledge. As a result of this, science learning experiences are presented as a body of facts where memorisation is emphasised.
In defining the NOS Lederman (1992, p. 331) explains that “The nature of science refers to the epistemology of science as a way of knowing or the values and beliefs inherent to the development of scientific knowledge.” What is important about this definition is that in teaching, in this case, the subject of Life Sciences, teachers need to make learners aware of the fact that within a science discipline, the body of knowledge is one of the components and that other components include the dynamic nature of science where scientists are continuously conducting investigations, debating the truth and beliefs of scientific knowledge. With this in mind, Mohanlall (2013) further states that Science learning experiences should include the production of scientific knowledge, the dynamic nature of science and how this dynamism nature of scientific knowledge is attributed to it being changed or modified with the availability of new evidence. Anderson (as cited in Mc Comas, Clough, & Almazroa, 1998) concurs with regard to scientific knowledge that emphasis should be put on the transmission of scientific facts as opposed to aiding learners conceptualise science as a process.
In defining the NOS one needs to be cognisant of the multifaceted nature of the concept. Mc Comas, Clough, and Almazroa (1998) present unanimous views held of the NOS which illustrate this. These unanimous views of the NOS comments that the nature of scientific knowledge, while it being durable is tentative relies heavily on experimental evidence and is affected by social and historical milieu. That there is no one way to do science as it aims to describe and understand natural phenomena which includes contributions from people from all cultures as it being part of social and cultural traditions. Science and technology impact each other and that the people who carry scientific endeavours are creative.
Bell (2008) who commented on aspects of the consensus views held of the NOS is of the opinion that developing scientifically literate learners is the aim of science education. These learners should have an understanding of the NOS enabling them to operate productively in society. The NOS has been divided into seven key ideas that are viewed and agreed upon as the most useful in developing scientific literacy.
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The first aspect of the consensus views held of the nature of science that he comments on is concerned with the tentative nature of scientific knowledge. Bell (2008) postulates that scientific knowledge is open to change due to new evidence and new ways of thinking, where in the event of change the new knowledge is susceptible to a degree of scepticism especially if the change is different to well established scientific concepts. However, he does acknowledge that many scientific ideas have demonstrated robustness due to the fact that these ideas have survived repeated challenges and have remained predominately unchanged.
Therefore, a realisation is that there is confidence in scientific knowledge and an understanding that it has the potential to change.
The second aspect is empirical evidence. In this aspect Bell (2008) comments that intrinsic to scientific knowledge is the heavy reliance on empirical evidence obtained from observational or experimental data.
The third aspect is observations and inferences. According to Bell (2008) science is not only concerned with the accumulation of countless observations. It is the manifestation of a combination of observation and inference. The five senses are primarily involved in the observation process aided by technology. From such observations the inferences are made.
This process involves the development of explanations.
The fourth aspect is theories and laws. In commenting on theories and laws Bell (2008) differentiates between the two, where a law is a logical description of relationships or patterns in nature which has been consistently observed which are often expressed in mathematical terms. On the other hand, a theory is a well supported explanation of natural phenomena. Therefore, one cannot evolve into the other. However, even though they are different, they do share a similarity which refers to both being supported by substantial evidence where a change in the evidence will result in a change in the theory and law.
The fifth key aspect is the scientific method. Farber (2003) defines the scientific method as systematic way of doing science. According to Bell (2008), there are various ways to do science owing to the fact that scientists implement a variety of approaches in the production
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of scientific knowledge which include observation, inference, experimentation as well as chance discovery.
The sixth aspect deals with creativity. This refers to a source of innovation and inspiration in the discipline of science where creativity and imagination are adopted throughout scientists’/scientific investigations.
The seventh aspect is objectivity and subjectivity. These two concepts might sound very different, however Bell (2008) points out that there is place for both in science. Firstly, scientists in an effort to secure and improve objectivity apply self checking mechanisms such as peer review. However, the scientists’ intuition, societal values and personal beliefs all contribute in the manufacturing of scientific knowledge.
The above discussion on the aspects of the consensus views about the NOS is important to this study. As the consensus views are used to describe the participants’ understandings of the NOS.