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  2. Introduction Over the years there have been numerous models of curriculum and instruction designed to improve the quality of science teaching and learning. In the end, all of these models are related to the construct of scientific literacy. The particular power of the Six Domains for Teaching and Assessing Science Learning model, used as the overarching framework for this paper, is its explicit reflection of the skills and abilities related to the construct of scientific literacy. Although the reasons for concern about quality differ from nation to nation, the primary rallying point for science education reform is the perceived level of scientific literacy among a nation’s populace.
  3. Overview Nature of science (NOS) is a critical component of scientific literacy that enhances students’ understandings of science concepts and enables them to make informed decisions about scientifically-based personal and societal issues. The history of science covers the development of science from ancient times to the present. It encompasses all three major branches of science: natural, social, and formal. Science's earliest roots can be traced to Ancient Egypt and Mesopotamia around 3000 to 1200 BCE.
  4. Nature of science (NOS) NOS is derived not only from the eight science practices delineated in the Framework for K–12 Science Education (2012), but also from decades of research supporting the various forms of systematic gathering of information through direct and indirect observations of the natural world and the testing of this information by the various research methods used in science, such as descriptive, correlational, and experimental designs. All science educators and those involved with science teaching and learning should have a shared accurate view of nature of scientific knowledge, and recognize that NOS should be taught explicitly alongside science and engineering practices, disciplinary core ideas, and crosscutting concepts.
  5. History of science The history of science studies the emergence and development of systematic knowledge. Linguistic and historiographic traditions diverge sharply as to what kind of knowledge that is (e.g., the German Wissenschaft versus the Anglophone ‘science’), with significant consequences for the scope and methods of the field. The history of science is an ancient pursuit, but a relatively young discipline. Although major works dedicated to the history of one or another science have been published since the eighteenth century, specialist journals, learned societies, and university positions date mostly from the twentieth century. Since the Enlightenment, the historiography of science has been dominated by narratives of progress and by the central position of the Scientific Revolution.
  6. SCIENCE AS A METHOD OF INQUIRY Inquiry-based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry-based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence. This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.
  7. Conclusion NOS has long been recognized as a critical component of scientific literacy. It is necessary knowledge for students to make informed decisions with respect to the ever-increasing scientifically-based personal and societal issues. The developments of recent decades have expanded the scope of the history of science both chronologically (ever more studies are devoted to modern and contemporary science) and thematically (embracing the human as well as the natural sciences); shifted the emphasis from scientific theories to scientific practices.
  8. References Books:  Understanding Discipline and Subject (Dr. Dulal Mukherjee, Dr. Uday sankar Kabiraj) Internet: 
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