CHAPTER 8: Understanding the Nature of Science Through Aesthetic Exploration in Science Teacher Education

Recently, a friend suggested that I might explore aesthetics in my preservice science education course. Although this friend did not suggest I link such exploration with the nature of science (NOS), I immediately saw the connection—for scientists themselves, in their study of the world, often talk about beauty. Could invoking beauty in science teacher education help preservice teachers develop a deeper understanding of the NOS?

“Nature of science” (NOS) in this chapter refers to studies of the approach, activity, and limitations of science and the role of science in society (McComas, Clough, & Almazroa, 1998). In most societies, the obligation to teach the NOS falls to science teachers in elementary and secondary schools; in fact, science educator Michael Matthews (1994) considers teaching the NOS to be the goal of any school science education.