Science & Education

, Volume 23, Issue 2, pp 285–302

Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry

Authors

    • Mathematics and Science EducationIllinois Institute of Technology
  • Allison Antink
    • Mathematics and Science EducationIllinois Institute of Technology
  • Stephen Bartos
    • Mathematics and Science EducationIllinois Institute of Technology
Article

DOI: 10.1007/s11191-012-9503-3

Cite this article as:
Lederman, N.G., Antink, A. & Bartos, S. Sci & Educ (2014) 23: 285. doi:10.1007/s11191-012-9503-3

Abstract

The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are addressed. It is important to remember that the aspects of nature of scientific knowledge are not considered to be a comprehensive list, but rather a set of important ideas for adolescent students to learn about scientific knowledge. These ideas have been advocated as important for secondary students by numerous reform documents internationally. Then, several examples are used to illustrate how genetically based socio-scientific issues can be used by teachers to improve students’ understandings of the discussed aspects of nature of scientific knowledge.

Copyright information

© Springer Science+Business Media B.V. 2012