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Nature of Scientific Knowledge and Scientific Inquiry

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Critical Questions in STEM Education

Part of the book series: Contemporary Trends and Issues in Science Education ((CTISE,volume 51))

Abstract

The emphasis on the integration of science, technology, engineering, and mathematics (STEM) is viewed as a curriculum/teaching approach to achieve scientific literacy. Nature of scientific knowledge (known as NOS or NOSK) and scientific inquiry (SI) have been identified as critical components of scientific literacy. Hence, this chapter concretely discusses nature of scientific knowledge and scientific inquiry and their relationship to STEM. A discussion of the meaning of NOS/NOSK and SI is presented as well as potential problems with respect to their integration into the current conceptualization of STEM. The most commonly stated obstacle to the seamless use of a STEM curriculum and/or curriculum approach is teacher preparation. However, at a deeper level, one must consider that the various disciplines in STEM are different ways of knowing. This chapter concretely discusses the problems that exist when inquiry is used within a STEM focus. In particular, the nature of SI and NOS/NOSK have different conventions for the collection/analysis of data, as well as for what constitutes evidence and the ontological status of the knowledge produced from the other disciplines represented in STEM. Finally, agenda for research related to the effectiveness of STEM to achieve the goal of scientific literacy is suggested.

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Authors and Affiliations

  1. Illinois Institute of Technology, Chicago, IL, USA

    Norman G. Lederman & Judith Lederman

Authors
  1. Norman G. Lederman
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  2. Judith Lederman
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Correspondence to Norman G. Lederman .

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Editors and Affiliations

  1. Curriculum & Instruction, Indiana University, Bloomington, IN, USA

    Valarie L. Akerson  & Gayle A. Buck  & 

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Lederman, N.G., Lederman, J. (2020). Nature of Scientific Knowledge and Scientific Inquiry. In: Akerson, V.L., Buck, G.A. (eds) Critical Questions in STEM Education. Contemporary Trends and Issues in Science Education, vol 51. Springer, Cham. https://doi.org/10.1007/978-3-030-57646-2_1

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  • DOI: https://doi.org/10.1007/978-3-030-57646-2_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-57645-5

  • Online ISBN: 978-3-030-57646-2

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