Abstract

The Nature of Science (NOS) covers the aim, development, criticism and explanation of
science (Abd-El-Khalick, 2001; Hickey, 2005; Lederman, 1992; Matthews, 1994; McComas,
2004). This study examines the impact that studying philosophy and history of science has on
undergraduate students’ views about the NOS. Studying philosophy and history of science can
also enhance students’ critical thinking skills. It helps students to understand what science is,
how to characterize the nature of its practitioners’ activities, and what is the significance of the
whole enterprise.
Having students study scientific concepts through the eyes of philosophers and historical
scientists actively engages them in the process of inquiry and challenges them to increase their
understanding of the NOS.
This study showed that studying philosophy and history of science in a student-centered
classroom had a strong influence on students’ views about the NOS in that many students
changed their views about the NOS. Students who did not change their over-all perception gave
much clearer expositions of their views.