Reflections on the Constitutive Principles of “Nature of Science” in the Science Curriculum: Focusing on the First Version of National Curriculum Science in England

Abstract

The aim of this study is to clarify the relationship between “Science for All” and Nature of Science (NOS) in the first version of the National Curriculum Science (NCS) in the United Kingdom, primarily England. This study analyzed the various political documents and literature on the National Curriculum. As a result, “Science” in “Science for All” in that period meant “Broad and Balanced Science”, which comprised three elements: content, process, and context. Based on “Broad and Balanced Science”, NOS was introduced in the first version of NCS. However, some science educators pointed out the difficulties of introducing NOS in the science curriculum. Finally, the authors argue the following: 1) it is necessary to consider the view of science based on the purpose of science education, in particular, the competencies that students will be expected to develop, 2) it is necessary to select the content of the NOS in terms of “Broad and Balanced Science”, 3) it is necessary to consider how the NOS will be specified and reflected in the curriculum documents.