What should students know about science processes?
In recent years the science curriculum and its assessment has made many more demands on students’ understanding of the processes of science and of the nature of the knowledge that science produces, for example, in assessments of science investigations coursework. This is an area of science which is not usually taught explicitly in a sustained way. Often the understanding and skills necessary for students to generate, analyse and use scientific information are treated separately from the rest of the science curriculum content. The third project undertaken by the EPSE Research Network attempted to explore what a curriculum to support scientific literacy (and therefore including understanding of nature of science, or ideas-about-science) might look like. The researchers sought views about what should be taught from science education experts including teachers, writers, scientists and philosophers of science. The twenty-three participants were asked to say what they thought all students sh
