Chapter 23: Nature and Structure of Sciences 🔬
Introduction
Before teaching science, it is essential to understand what science itself is. Science is not just a collection of facts to be memorized—it is a dynamic, evolving way of knowing about the natural world. Understanding the nature of science helps teachers present it authentically to students .
23.1 What is Science?
| Perspective | Description |
|---|---|
| Science as a Body of Knowledge | Facts, concepts, principles, laws, and theories discovered by scientists |
| Science as a Process | The methods of inquiry—observing, questioning, experimenting, analyzing |
| Science as a Human Endeavor | Conducted by people; influenced by society, culture, and history |
| Science as a Way of Knowing | A systematic approach to understanding the natural world |
📝 PSTET Note: Science is both a product (accumulated knowledge) and a process (the methods used to gain that knowledge) .
23.2 Characteristics of Science
| Characteristic | Description |
|---|---|
| Empirical | Based on observation and experimentation |
| Verifiable | Results can be checked by others |
| Predictive | Can make predictions about future events |
| Tentative | Knowledge is subject to change with new evidence |
| Self-correcting | Errors are identified and corrected over time |
| Objective | Free from personal bias |
| Replicable | Experiments can be repeated by others |
23.3 Structure of Scientific Knowledge
┌─────────────────────────────────────┐ │ FACTS │ (Basic observations) ├─────────────────────────────────────┤ │ CONCEPTS │ (Groups of related facts) ├─────────────────────────────────────┤ │ PRINCIPLES │ (Generalizations from concepts) ├─────────────────────────────────────┤ │ LAWS │ (Well-established principles) ├─────────────────────────────────────┤ │ THEORIES │ (Explanatory frameworks) └─────────────────────────────────────┘
Table 23.1: Levels of Scientific Knowledge
| Level | Definition | Example |
|---|---|---|
| Fact | An objective, verifiable observation | A stone falls to the ground when dropped |
| Concept | A group of related facts | "Gravity" (the phenomenon of objects falling) |
| Principle | A generalization about relationships | Objects with mass attract each other |
| Law | A well-established principle (often mathematical) | Newton's Law of Universal Gravitation (F = G·m₁·m₂/r²) |
| Theory | An explanatory framework integrating multiple laws | General Theory of Relativity (explains gravity as curvature of spacetime) |
23.4 Science, Technology, and Society (STS)
| Term | Definition | Relationship |
|---|---|---|
| Science | Understanding the natural world | Provides knowledge |
| Technology | Applying knowledge to solve problems | Provides tools and methods |
| Society | Human communities and their needs | Drives and is impacted by both |
The STS Connection:
Science generates knowledge → Technology applies it → Society benefits
Society's needs drive scientific research
Technology enables new scientific discoveries
23.5 Pedagogical Implications
| Implication | Classroom Practice |
|---|---|
| Teach science as inquiry | Don't just give facts—let students investigate |
| Show science as evolving | Discuss how scientific ideas change (e.g., Pluto's reclassification) |
| Connect to daily life | Relate science concepts to students' experiences |
| Include history of science | Tell stories of scientists and discoveries |
| Emphasize process over memorization | Value how students think, not just what they know |
