Inclusion of Nonscience Tenets in Science Instruction

People have always been curious about the universe and their place in it. They have questioned, explored, probed, and conjectured. In an effort to organized their understandings, people have developed various systems that help them explain their origin, e.g., philosophy, religion, folklore, the arts, and science.

Science is the system of exploring the universe through data collected and controlled by experimentation. As data are collected, theories are advanced to explain and account for what has been observed. Before a theory can be included in the system of science, it must meet all of the following criteria: (1) its ability to explain what has been observed, (2) its ability to predict what has not yet been observed, and (3) its ability to be tested by further experimentation and to be modified as required by the acquisition of new data.

NSTA recognizes that only certain tenets are appropriate to science education. Specific guidelines must be followed to determine what does belong in science education. NSTA endorses the following tenets:

1. Respect the right of any person to learn the history and content of all systems and to decide what can contribute to an individual understanding of our universe and our place in it.

2. In explaining natural phenomena, science instruction should only include those theories that can properly be called science.

3. To ascertain whether a particular theory is properly in the realm of science education, apply the criteria stated above, i.e., (1) the theory can explain what has been observed, (2) the theory can predict that which has not yet been observed, (3) the theory can be tested by further experimentation and be modified as new data are acquired.

4. Oppose any action that attempts to legislate, mandate, or coerce the inclusion in the body of science education, including textbooks, of any tenets which cannot meet the above stated criteria.

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