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We then describe the goals of science education associated with each perspective.Science is both a body of knowledge that represents current understanding of natural systems and the process whereby that body of knowledge has been established and is being continually extended, refined, and revised.
An important component of science is the knowledge of the limitations of current theories, that is, an understanding of those aspects of a theory that are well tested and hence are well established, and of those aspects that are not well tested and hence are provisional and likely to be modified as new empirical evidence is acquired.
The process by which scientific theories are developed and the form that those theories take differ from one domain of science to another, but all sciences share certain common features at the core of their problem-solving and inquiry approaches.
Holding some parts of a conceptual framework as more or less established and being aware of the ways in which that knowledge may be incomplete are critical scientific practices.
The classic scientific method as taught for many years provides only a very general approximation of the actual working of scientists.
For example, many types of new planets have been discovered recently.
Although people have been living in the world for a very long time, it is quite recent that these planets have been discovered using telescope and other mechanisms.Moreover, Technology is evolving and scientists are frequently developing new concepts and theories, improving our life style and making the world ultimately a better place to live in.Moreover, astronomy being an evolving sector of science, some of the great inventions beyond our imaginations is yet not discovered.The ability to examine one’s own knowledge and conceptual frameworks, to evaluate them in relation to new information or competing alternative frameworks, and to alter them by a deliberate and conscious effort are key scientific practices.Those who study the nature of science and the learning of science have a variety of perspectives not only on key elements of scientific practice and skills (Stanovich, 2003; Grandy and Duschl, 2005), but also on different ways to study the nature of science (Klahr and Simon, 1999; Proctor and Capaldi, 2005; Giere, 1999).The process of theory development and testing is iterative, uses both deductive and inductive logic, and incorporates many tools besides direct experiment.Modeling (both mechanical models and computer simulations) and scenario building (including thought experiments) play an important role in the development of scientific knowledge.Efficiency is an important factor, which is considered as an important aspect of technology as it improves our everyday life.(1908)Before one can discuss the teaching and learning of science, consensus is needed about what science is and why it should occupy a place in the K-8 curriculum. In this chapter, we describe some different characterizations of science and consider implications for what is taught in science classrooms.In the essay, Science and beauty, Isaac Asimov, the writer also supports this point when he says, “Nor can we know or imagine now the limitless beauty yet to be revealed in the future-by science” (Asimov 313).He is explaining how science can come up with more inventions in the future that will blow our mind.