Contested terrain or unified project? 'The nature of science' in the National Curriculum for England and Wales

Abstract

This article is about the treatment of 'the nature of science' in the National Curriculum for England and Wales. It offers an analysis based mainly on the texts of the various policy documents which have been produced since 1989. It claims that two conflicting versions of the nature of science can be detected within these documents, the one essentially empiricist, the other stressing social and cultural influences on science. The relative emphasis on these two versions has altered over the last decade: the latter has been submerged, but latterly has again become prominent. The article suggests that these shifts in emphasis reflect the inchoate character of the policy-making process. It argues further that the various strands are underpinned by a deeper educational purpose: to enable science to engage with pupils' individuality and judgement. Until this deeper purpose is acknowledged 'the nature of science' is likely to remain marginal even though the themes which can be convened under this heading remain the main vehicle for curricular change in science.

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