Volume/Issue :

Article type :

Original articles

Page No :

60-69

Abstract :

Inquiry and nature of science have become an almost ubiquitous themes in science education around the world. Abd-El-Khalick, et al (2004) noted that inquiry in sci-ence education is one of the few overarching themes that cut across pre-college sci-ence curricula in countries around the globe. The prominence of inquiry in science education highlights the need to understand what is inquiry and what are the chal-lenges of implementation. The teacher should attempt to promote student understanding of traditional sub-ject matter using an inquiry-oriented teaching approach. Such approach provides stu-dents with experience in “doing” science, an experiential base upon which to reflect about the process and nature of science. NOS and scientific inquiry can serve as uni-fying themes that provide a meaningful context for the learning of the more tradition-al science concepts and principles. NOS and scientific inquiry are instructional objec-tives of primary importance that permeate all aspects of curriculum and instruction.

Keywords :

instructional approach, scientific literacy, scientific knowledge

References :

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Cite as :

Nezvalova, D. (2011). Coherence of nature of science and inquiry in science instruction. Kn. Gamtamokslinis ugdymas bendrojo lavinimo mokykloje - 2011 [In. Natural Science Education at a General School - 2011] (XVII nacionalinės mokslinės-praktinės konferencijos straipsnių rinkinys, Vilnius, 2011 m. balandžio mėn. 29-30d. / Proceedings of the Seventeenth National Scientific-Practical Conference, Vilnius, 29-30 April, 2011) (pp. 60-69). MMC "Scientia Educologica".