Abstract:
Since the last quarter of the 20th century, there has been, apparently, a general acceptance that a good understanding about the Nature of Science is a crucial competence in Science Teaching. One of the reasons for its inclusion in teaching is that a good grasp of the Nature of Science contributes to the individual’s scientific literacy and to her/his development as a citizen. Among the several existing strands and conceptions, one that is widely used is the so-called consensus view, pinpointed by some authors in the figure of professor Norman Lederman and his group. This view has been the target of several critiques throughout the years. The goal of this paper is to explore the critique made by professor Michael Matthews, analyzing the arguments raised against Lederman’s consensus view. We reinforce at the end of this paper the importance of contextualization in the elaboration of criticism.
Keywords:
Nature of science; Consensus View; Norman Lederman; Science education; Features of science