Introduction
According to the existing literature, understanding of the nature of science
(NOS) as one of the goals of science instruction in the USA can at least be
traced to the beginning of the
20th
century (Central Association of Science and Mathematics Teachers,
1907).
In the most recent science education reform movements, scientific inquiry
and NOS have again been identified as critical elements for developing
scientific literacy of all learners at K-16
levels (American Association for the Advancement of Science,
1993;
National Research Council,
1996).
However, NOS studies consistently show that neither students nor
schoolteachers have adequate understanding about how science research is
conducted or how scientific knowledge develops (e.g., Aikenhead
1987;
Cooley & Klopfer,
1963;
Lederman,
1992;
Rubba & Anderson,
1978;
Abd-El-Khalick & Lederman,
2000a,
2000b).
This has concerned science educators, curriculum developers, and science
education researchers at both national and international levels.
Furthermore, the assessment of learners’ NOS views remains an issue in
research. A valid and meaningful instrument, which can be used as either a
summative or formative assessment tool in small and/or large scale studies,
is needed to track learners’ growth and promote evidence-based practice in
the learning and teaching of science. This has led to the development of the
SUSSI instrument. It is envisioned that SUSSI can create a shared frame of
reference for discussing issues related to learning and teaching the nature
of scientific knowledge development.
Copyright (C) 2008 HKIEd APFSLT. Volume 9, Issue 1, Article 1 (Jun., 2008). All Rights Reserved.
