Science Pedagogy (Nature of Science) - Software Development MCQ

Science (from the Latin word Scientia, meaning knowledge) is the activity and application of knowledge and understanding of the social and natural world around us followed by a systematic approach based on evidence.

• Science includes the study of the physical and biological world around us through several approaches like observation, experimenting, inference, etc. while technology involves the application of that scientific knowledge for practical purposes.

Key Points Nature of science :

• Science is a particular way of looking at nature.
• Scientific method is used to prove or validate scientific ideas.
• It is always open to revision and constant changes in light of new evidence.
• It is an organized system of knowledge and systematic study of any discipline based on inquiry born out of natural curiosity.
• It includes assimilation of practical knowledge in the real world by applying theoretical knowledge.
• Science and technology are not the same but they have an impact on each other.
• Science is long-lasting yet tentative and objective also. Science is not static, it can change hence tentative.
• Empirical evidence leads to scientific knowledge. Science is not just a collection of facts, it requires empirical evidence also.
• Science is a process of inquiry. Science is a process of asking questions and finding answers, then creating divergent generalizations.

Hint

• In science, any hypothesis is always proved with practical data to reach at any conclusion.

Hence, it could be concluded that 'it is purely equivalent to the facts and does not require to be proved' is not describing the nature of science.

Science helps to develop the requisite theoretical knowledge and practical technical skills to enter the world of work that will help the students in further forming their careers in the field of science.

• The science curriculum refers to the overall subject matter of science to be taught in a specific period of time in a particular class. It includes all the co-curricular and recreational activities that are to be conducted in a science classroom.​ 
• NCF - 2005 is the national curriculum framework published in 2005, is the official document which states that the curriculum must be student-centric and beyond the textbooks.

Key Points

Science Curriculum at Upper Primary Stage:

• The teaching of concepts at the upper primary level should be organized around certain broad and integrated key concepts through an integrated approach where one topic is being taught by reflecting on different attributes of a concept. It is to develop conceptual understanding of students in-depth and in multi-dimensions.
• For example, the children when in science, are taught about the "water cycle" then it is also necessary to connect it with its social factors in social studies such as conservation of water in desert areas, rainwater harvesting, and so on.​
• The teaching objectives of science should be contextual in nature based on the constructivist perspective. It should enable the students to connect the elements from their surroundings, build their own knowledge based on their conscience and experiences.

• The learner experiences play a very significant role in the construction of knowledge and understanding of concepts. At the upper primary stage, the child should be engaged in learning the principles of science through familiar experiences.
• Also, during the teaching-learning process in science, the teacher may ask the students to think-pair-share. 
  • The teacher can ask the questions to students which compels them to think.
  • Then the students tell their answers by pairing with their peers to share their ideas with each other.
  • In this step, both the learners in the pair listen carefully to each other's ideas. Lastly, they share their ideas with the whole class as a pair.

Hence, it is concluded that all the above statements are recommended by the N.C.F. 2005 in the upper primary stage science curriculum.

To think of Science, we have to take into account its multidimensionality. All though it is more application-oriented, also based on sound theoretical, philosophical, and sociological parameters.

There are three domains of science:-

• Science as a body of knowledge.
• Science as a process of inquiry.
• Science as a way of thinking.

Key Points

• ​Science as a body of knowledge:- First domain represents the nature of Science as a body of knowledge. Generally, we take Science as a body, which includes facts, definitions, concepts, principles, theories, laws, etc.
• Science as a process of inquiry:-

1.  Another domain is Science as a process of inquiry. 
2. When the teacher starts teaching and learning Science in class, a teacher has to go through various processes, which will allow learners to investigate various important issues in their surroundings. 
3. Certain process skills have to be developed like ‘Observation, Inference, Classification, Communication, Measurement, Prediction, etc. 
4. Process skills are important for scientific investigations and in everyday life.
5. The learners should be able to establish causal relationships and distinguish them from mere associations.

• Science as a way of thinking:- Science as a way of thinking involves scientific temper, scientific inquiry, and a sense of humanity, accepting that scientific idea are tentative and control of emotions while interpreting the evidence are its important ingredients.

Thus, it is concluded that A science teacher conducted an activity in the classroom, she wants to develop skills like ‘Observation, Inference, Classification, Communication, Measurement, Prediction’ through this activity. These skills are part of Science as a process of inquiry domain of Science.

Science is a reliable process by which we learn about all the stuff in this universe. Science relies in testing ideas with evidence gathered from the natural world. Nature of Science:

• Science is both a body of knowledge and a process: Science may sometimes seem like a collection of isolated facts listed in the textbook. It is small part of the big story. It is also a process of discovery that allows us to link isolated facts into a coherent and comprehensive understanding of the natural world. 
• Science is exciting: Scientists as well as children are motivated by the thrill of seeing or figuring out something that they have not done before.
• Science is useful: The knowledge generated by science is powerful and reliable. It can be used to develop new technologies, treat diseases, and deal with many other problems. 
• Science is ongoing: Science is continually refining and expanding our horizons of knowledge of the universe. Science will never be finished. Every sunrise gets the message of some invention and discoveries of knowledge.
• Science is a global human endeavour: Science is perceived by the people all over the world in a similar way, and they participate in the process of science which solves most of the problem of our survival
• Science is a community enterprise: For example, Watson and Crick got inspired by the work done by many other scientists prior to them which gave a new brilliant idea about the structure of DNA. Some people are motivated by thrill of competition offered by the community racing to unlock the sequence of the Human Genome.

Hence, we conclude that the given statement is about the exciting nature of science.

NCF 2005 is a document that prescribes the curriculum and teaching approach to be adopted in schools.

Key Points According to NCF 2005, the main objectives of teaching science in the school are - 

• Science is a field of study that gives us meaningful knowledge about the processes and phenomena related to our lives.
• It provides a logic behind the facts and processes around us.
• It is a combination of all the subjects as all the phenomena have a scientific process behind them.​
• Science becomes a subject of importance due to its utilitarian values.

Hence we conclude that all the statements are the objectives of teaching science according to NCF 2005.​

Additional Information Science education should enable the learner to:

• Know the facts and principles of science and its applications, consistent with the stage of cognitive development.
• Acquire the skills and understanding of the methods and processes that lead to the generation and validation of scientific knowledge.
• Develop a historical and developmental perspective of science and enable her to view science as a social enterprise.

​Science is a way of life with rational thinking. Etymologically word ‘Science’ has been derived from the Latin word ‘Scientia’ which means ‘knowing’. Science is a body of knowledge, a way of thinking, a process of inquiry.

Key Points While teaching science:

• Teachers should not encourage the idea of rote learning; instead, the focus should be on meaningful learning and developing scientific knowledge/talent by developing conceptual understanding in students.
• Science is an inquiry process, and being curious is a natural propensity of the learner, it prompts him/her to find answers to these questions either by examining something or questioning adults and teachers, therefore children should be given many opportunities to explore and experiment.
• A teacher should use child-centered approaches to convey topics rather than a teacher-centered strategy in which the emphasis is on memorizing data without true understanding.

Thus, it can be concluded that the learning of the concepts and facts in science should be done in a meaningful, conceptual, and by experiments.

Additional Information A teacher needs to create situations, in which-

• learners feel encouraged to analyze the problem in a scientific process.
• formulate testable questions and hypotheses.

Science and social science interdependence:

• Science (also known as pure, natural, or physical science) and social science are two types of science that deal with the same scientific model and the components of their own respective general laws. Science is more concerned with studying nature, while social science is concerned with human behavior and societies.
• Science forms a base for different types of research work in social science like historical research, descriptive research, experimental research, etc. It provides directions and guidelines to all the research work being carried out in the field of social science as all research follows the same scientific method of research. 
• Science helps to analyze environmental issues, social issues in an objective manner by using different data in a systematic way.
• Science tries to find out the cause of many famines and war that has gone down in the lane of history in a different era.
• Science analyzes the reasons for different pandemics that have occurred at different time periods in history.
• Ernest Bernheim has said, “History is a science that investigates and presents in their context of psychophysical causality the facts determined by space and time of the evolution of men in their individual as well as typical and collective activity as social beings”.  This definition of history has shown that history being a part of social science follows the steps of science to reach a conclusion. It is a science because it embodies systematized knowledge based on the realities of life and about occurrences and happenings that have actually taken place and is not based on myth or imagination

Conclusion: The usual method of science (with respect to experimental data) is doing repetitive and conventional experiments in a laboratory, while social science, utilizing experiential data, usually involves alternative methods of observation and interaction with people within a community. Science analyzes and summarises different events that have occurred in the past or in the current time in a systematic manner. Hence, option (3) is correct.

Science isn't just about gathering information; it involves actively seeking knowledge through a systematic approach. This includes observation, experimentation, data analysis, and drawing conclusions based on evidence.

Key Points

Aim of teaching-learning science is:

• To nurture the natural curiosity, aesthetic sense and creativity in science and technology: This is a valid aim of science education. Science inherently involves exploration, questioning, and discovering the wonders of the natural world. 
• To deliver a scientific temper, attitude and honesty: This is a core aim of science education. Developing a scientific temper means fostering critical thinking, objectivity, and relying on evidence-based reasoning. 
• To acquire the requisite theoretical knowledge and practical technological skills to enter the world of work: This is a significant aim of science education. Understanding scientific concepts and principles provides necessary foundational knowledge.

Hint

• The aims of teaching and learning science often focus on fostering scientific understanding, critical thinking, and practical skills related to the natural world. Developing an "artistic bent of mind" is more closely associated with goals in arts education rather than science education.

Hence, the correct answer is 'to develop an artistic bent of mind'.

A good Science curriculum should promote values like honesty, co-operation, objectivity, freedom from fear and prejudice, and develop in the learner a concern for life and preservation of the environment.

Key Points

• Vocational value of teaching science: It forms the basis of many of the individuals of a purely Vocational in nature and thus prepares for various professions like Medicine, Engineering, Dental, Agriculture, Computer, etc.
• Moral Value- Knowledge of Science develops Truthfulness and Reasoning. Though such qualities may not make u a successful person. These qualities make the life worth living
• Psychological values - Teaching of Physical science is essential for developing a scientific attitude. Science develops positive attitude such as open-mindedness, critical observation, reasoning, and respect others point of view, Learning by doing & learning by observing
• Utilitarian Values- All our activities are controlled, designed & Fashioned by Science. Science has entered our daily activity. Without Science, our existence would become impossible. 
• Thus it is quite clear that a subject that is so closely associated with our daily life and the world which surrounds us and it is so useful to an individual as well as to a community as a whole cannot be neglected from the school curriculum. 

Hence, we can conclude that We need to study science for developing value of Truthfulness and Reasoning. This reflects the moral value of teaching science.

Science helps to develop the requisite theoretical knowledge and practical technical skills to enter the world of work that will help the students in further forming their careers in the field of science.

• The science teacher must encourage individuals to discover and explore their world by themselves to learn more in a realistic environment with real and direct experiences.

Key Points

Nature of science:

• Empirical evidence is the evidence that is used to refine and support ideas, which individuals gather to discover the answers to complex scientific problems.
• These types of pieces of evidence are used in the verification of truths and to validate the theories and laws of science which support the ideas and innovations in science.
• It is not necessary that the evidence accumulated carefully will result in sure knowledge because the evidence is needed to be true for every time (past, present, and future) and in all different types of situations.
• Every individual inquires about any natural phenomena in accordance with his cognition and conscience.
• So, the general and universal scientific method does not exist but there exists a pre-defined order of steps to be followed while conducting any scientific experiment or research.
• Science is procedural as well as creative. Every individual has to be creative while looking for innovations and inventions in science and also the focus should be on the procedures to follow the right steps in an appropriate manner.

Hence, it is concluded that the statement "empirical evidence is used to refine and support ideas in science" best describes the nature of science.