Using the Nature of Science: Supporting Teaching and Learning

Smaller sub heading

( Astall, C. & Bruce, W. 2010)

Developed from Astall, C. & Bruce, W. (2007). Understanding about Science Investigating in Science Communicating in Science Participating and contributing
Science Postcards: science exploration through • Appreciate that scientists ask • Extend their experiences and personal • Build their language and develop their • Explore and act on issues and questions

stories. www.sciencepostcards.com and Achievement questions about our world that lead to
investigations and that open-mindedness
explanations of the natural world through
exploration, play, asking questions, and
understandings of the many ways the
natural world can be represented.
that link their science learning to their
daily living.
Bruce, W. & Astall, C. (2009). Thinking about Objectives is important because there may be more discussing simple models.
than one explanation.
the nature of science? New Zealand Science Level 1 & 2
Teacher, 122, 46. • Appreciate that science is a way of • Build on prior experiences, working • Begin to use a range of scientific symbols, • Use their growing science knowledge
explaining the world and that science together to share and examine their own conventions, and vocabulary. when considering issues of concern to
Achievement knowledge changes over time. and others’ knowledge. • Engage with a range of science texts and them.
‘The nature of science strand is the Objectives • Identify ways in which scientists work • Ask questions, find evidence, explore begin to question the purposes for which • Explore various aspects of an issue and
together and provide evidence to support simple models, and carry out appropriate these texts are constructed. make decisions about possible actions
overarching, unifying strand. Through it, Level 3 & 4 their ideas. investigations to develop simple
explanations.
students learn what science is and how
scientists work. They develop the skills, This could be…  Knowing science knowledge is  Being curious  Using scientific language  Being aware of science in their world
developed by different people
attitudes, and values to build a foundation  Making careful observations  Building their scientific vocabulary  Discussing issues of concern to them
 Asking a variety of questions
for understanding the world. They come to  Asking questions  Being honest when communicating  Asking questions as a result of a
 Being prepared to re-evaluate their current event
appreciate that while scientific knowledge science ideas  Exploring their ideas
 Having experience of a range of science
is durable, it is also constantly re-evaluated  Being open-minded
 Using a variety of investigative text types  Understanding that investigations
approaches: exploring, classifying and could be influenced by their
in the light of new evidence. They learn how identifying, pattern seeking, fair testing,  Making predictions that are based upon communities
 Being honest
scientists carry out investigations, and they using models their existing science knowledge
 Using argument to discuss different
 Making careful observations
come to see science as a socially valuable  Planning an investigative approach to  Sharing explanations of experiences viewpoints of an issue
 Being aware science knowledge may test out their science idea and observations
knowledge system. They learn how science change over time
 Exploring ways of taking informed
 Gathering evidence to test their  Realising science explanations must action
ideas are communicated and to make links  Understanding that science knowledge science idea withstand peer review before being  Knowing science interacts with other
between scientific knowledge and everyday is a way of explaining our world
 Carrying out repeat tests during an
accepted cultures, globally
decisions and actions.  Being aware of other cultures investigation  Using a variety of science texts  Being aware of the needs of others
These outcomes are pursued through the  Using a variety of investigation  Understanding new knowledge (including symbols, graphs and
diagrams) when explaining an idea
methods to provide evidence to generated is often new to the child  Using their science knowledge when
following major contexts in which scientific support their science ideas considering issues of concern to them
 Developing explanations based on  Questioning the accuracy of science
knowledge has developed and continues to evidence texts (e.g. data, graphs, diagrams)  Being open-minded when exploring
 Using creative insight to aid
develop.’ New Zealand Curriculum (2007). explanation  Discussing their ideas with others
they are using aspects of an issue

 Discussing their ideas with others  Arguing a point of view  Making decisions based upon evidence
 Being open-minded
 Having your science ideas challenged  Being honest  Using a variety of media (e.g. oral,  Making responsible choices based on
by other people visual, text) to explain their ideas science knowledge
“…most students do not learn NOS implicitly, simply by  Using evidence to support their ideas
doing science activities. Rather, the aspects of NOS you  Understanding that a lot of science  Questioning the validity of different  Justifying an opinion based on their
knowledge has been built upon over a  Looking for trends and patterns in data science media (e.g. Internet videos, science knowledge
wish to emphasize need to be planned for and explicitly
integrated into the lesson.” long time  Being creative television programmes / adverts,
movies)  Showing how science interacts within
 Being curious other curriculum areas
Lederman, G. N., & Lederman, S. J. (2004). Revising instruction to  Using the ‘passive’ voice in reporting
teach nature of science. The Science Teacher, 71(9), 36-39.  Realising the relevance of science
to their everyday life