Addressing the Limitations of the Nature of Science Construct to Achieve Culturally Sustaining Pedagogy

• In Event: Achieving Culturally Sustaining Science Education: Looking Back and Moving Forward

Abstract

Objectives
A recent study by Jones (2025), suggests that science teachers’ conceptions of the nature of science (NOS) continue to align with Western mechanistic views. Additionally, Jones found that teachers’ needed support to learn how science influences society and to understand science’s potential to serve as a critical space. Science teachers and teacher educators play an important role in perpetuating a Western-dominated, mechanistic worldview of science; however, educators have limited opportunities and resources to critically reflect on this construct. The author describes her process of critically reflecting on the NOS. The author then proposes a framework to problematize the epistemological underpinnings of science in order to achieve science education spaces that are culturally sustaining.

Perspectives
Several education researchers have proposed that the current NOS frameworks are inherently based in anti-Blackness and racism (Stroupe et al., 2024; Walls, 2016). Culturally sustaining pedagogy (CSP; Paris, 2012) demands significant changes be made to science curriculum and instruction. Most science education research has focused on culturally responsive pedagogy (CRP; Gay, 2010; Villegas & Lucas, 2002) which has the goal of using cultural funds of knowledge so students can achieve school-based expectations of learning. In contrast, CSP aims to establish learning spaces that foster pluralistic communities whereby students’ cultures are fostered, honored, and valued in and of themselves as they learn. Morales-Doyle (2024) admitted that it took several years for him to develop his CSP-aligned approaches and that it is crucial to acknowledge that what CSP demands is in direct tension with the NOS.

Modes of Inquiry
The paper examines the historical evolution of the NOS construct in science education (Lederman 2007) and moves on to a critique of its present limitations in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013), the reform document used to guide curriculum and instruction in the United States. It then juxtaposes the Western worldview of the NOS with Indigenous approaches to science as conceptualized by the Integrated Holographic Epistemology Framework (Meyer, 2013) and other indigenous science scholars (Kealiikanakaoleohaililani & Giardina, 2016; Kimmerer, 2013) which align with an organic worldview of the NOS (See Figure 1).

Data Sources/Evidence
The data sources include (1) historical documents related to the development of the NOS, (2) the NGSS documents (NGSS Lead States, 2013), especially Appendix H which elucidates the conceptualization of the NOS elements and their role in the standards and (3) the author’s lived experiences.

Arguments/Point of View
The incorporation of the organic worldview has many potential benefits. It is an important step towards achieving inclusive and socially just science classrooms by broadening our understanding of who can contribute to the production of legitimate science and what counts as science (See Figure 2)

Scholarly Significance
The NOS that currently informs science is based on a Western worldview which is rarely questioned by science education scholars, curriculum developers and educators. This paper hopes to begin a conversation by posing critical questions about the NOS.

Author

• Diane H. Silva Pimentel, Brown University