ABSTRACT
Research in science education has recognized not only the importance of history and philosophy of science but also the inclusion of nature of science (NOS) and “ideas-about-science” in the science curriculum, both at the secondary and university level (Matthews, 2004). Various science education reform documents have also emphasized the need for understanding NOS (AAAS, 1993; McComas & Olson, 1998; Millar & Osborne, 1998; NRC, 1996). Despite some degree of consensus as to what is the nature of science and how it can be introduced in the classroom, NOS continues to be a controversial topic. In an attempt to understand What is Science?, the American Physical Society has drafted a policy statement, which has been endorsed by the American Association of Physics Teachers in the following terms:
Science is the systematic enterprise of gathering knowledge about the world and organizing and condensing that knowledge into testable laws and theories. The success and credibility of science is anchored in the willingness of scientists to . . . abandon or modify accepted conclusions when confronted with more complete or reliable experimental evidence.
