Abstract
This article explores the meaning of the nature of science education to enhance scientific
literacy. It argues that the teaching approach for science education should be regarded
as “education through science, rather than “science through education”. A model of the
nature of science education is proposed having its foundations based on activity theory
rather than logical positivism. This encompasses an understanding of the nature of
science, with links to achievement of goals in the personal domain, stressing intellectual
and communication skill development, as well as the promotion of character and positive
attitudes, plus achievement of goals in the social education domain, stressing cooperative
learning and socio-scientific decision making. Although the nature of science is seen as
an important component of science education, the over-riding target for science teaching
in school, as an aspect of relevant education, is seen as responsible citizenry, based on
enhancing scientific and technological literacy. The meaning of scientific and
technological literacy is discussed.
Key words – nature of science education, nature of science, education through science,
true or multi-dimensional scientific and technological literacy, relevant education,
activity theory.