Abstract
Scientific thought and the nature of science have been perennial concerns of science teachers and science curriculum developers. That is, the development of students' scientific thinking patterns and understandings of science as a way of knowing have been formally identified as desired outcomes of science instruction since the beginning of this century, and arguably earlier (Lederman 1992). Our desire to help students develop scientific thinking skills and an adequate understanding of the nature of science continues to this day, as is evidenced by the various contemporary reforms in science education (AAAS 1993; National Research Council 1994). Wallis Suchting's comprehensive search for a definition of the nature of scientific thought (Suchting 1995) has significant implications for the aforementioned goals of the science education community. Notwithstanding the almost certain disagreements regarding Suchting's analytical methods, his ultimate conclusion that ‘there is no final, ‘ultimate’ answer to the question of the nature of scientific thought’ should receive careful consideration as it has significant implications for science instruction, curriculum development, research in science education, and the content and focus of science education reform. In particular, these implications relate specifically to the science education community's current conceptions of science process, nature of science, and multiculturalism in science.
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Lederman, N.G. Suchting on the nature of scientific thought: Are we anchoring curricula in quicksand?. Sci Educ 4, 371–377 (1995). https://doi.org/10.1007/BF00487758
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DOI: https://doi.org/10.1007/BF00487758