Abstract

This chapter considers the complex educational landscape in the United States and presents the results of an examination of the rationale for and history of the inclusion of nature of science (NOS) in the science curriculum, standards, and teacher education programs in the United States. The analysis begins with a definition of NOS and recommendations for its inclusion in school science and moves into a discussion of the context for the control of education in US K-12 schools (K-12 refers to public compulsory education in the United States which generally begins in kindergarten (K) at about age 5 and ends in grade 12 generally at age 17–18). A subsequent section of this chapter provides a detailed view of the nature of science in the most recent state standards resulting in a consensus recommendation for key NOS elements. A similar analysis tactic is applied to the new science education Framework for K-12 Science Education and the resulting Next Generation Science Standards. The chapter concludes with an examination of NOS in several key curriculum projects designed to incorporate this important topic.