Submitted by

Ritika Kasana
In partial fulfillment of the
Requirement of
CBSE 2021IN
General studies
CAMBRIGE SCHOOL
GREATER NOIDA
CLASS –XII A
Roll No. -24
SESSION – 2021-22
 CAMBRIDGE SCHOOL
GREATER NOIDA
BONAFIDE CERTIFICATE

Certified that this project report “To Study Science

and Society Content” is
The Bonfire work of “Ritika kasana” who carried
out the project work under my supervision.

SIGNATURE

SUPERVISOR
General Studies
 Acknowledgement
“I would like to express my sincere gratitude to my teacher,
Ms. Bharti Chandorkar for giving us the wonderful
opportunity to do a case study and providing vital support,
guidance and encouragement throughout the project.
Without her motivation and help, the successful completion of
this project would not be possible. Secondly I would also like
to thank my friends who helped me a lot in finalizing this
project within the limited time frame.
CONTENT
The nature of science.
Science as a social enterprise.
The scientific spirit.
NATURE OF SCIENCE
Nature of science (NOS) is a critical component of
scientific literacy that enhances students’
understandings of science concepts and enables them
to make informed decisions about scientifically-based
personal and societal issues. NOS is derived not only
from the eight science practices delineated in the
Framework for K–12 Science Education (2012), but
also from decades of research supporting the various
forms of systematic gathering of information through
direct and indirect observations of the natural world
and the testing of this information by the various
research methods used in science, such as descriptive,
correlation, and experimental designs.
Why Learn About Nature of Science?
Understanding of NOS is a critical component of scientific
literacy. It enhances students’ understandings of science
concepts and enables them to make informed decisions
about scientifically based personal and societal issues.
Although NOS has been viewed as an important educational
outcome for science students for more than 100 years, it
was Showalter’s (1974) work that galvanized NOS as an
important construct within the overarching framework of
scientific literacy. NOS and science processes (now known
as inquiry or practices) were clearly emphasized as equally
important as “traditional” science subject matter and
should also be taught explicitly, just as is done with other
science subject matter (By bee 2013). The attributes of a
scientifically literate individual were later reiterated and
elaborated upon by the National Science Teachers
Association (NSTA 1982).
SCIENCE AS A SOCIAL ENTERPRISE:
Nearly four billion people live on daily incomes lower
than the price of a latté at Starbucks. Most of them
make dramatically less than that-and from that
income, they must acquire their food, their medicine,
their shelter and clothing, their education, and their
recreation and they must build their future and their
dreams. Their lives, and the quality of their lives, hinge
on biological innovation.
Biological innovation is the ability to harness living
systems for our social, environmental and economic
well-being. It is the oldest and most fundamental form
of human innovation, involving as it does the getting of
food, the striving for health, the making of homes, and
the building of communities. The wealth
created over the millennia through the domestication and husbandry

of plants and animals has powered human society.

Of all areas of biological innovation, agriculture is the most

important, affecting our environment, our health, our
economies, and the fabric of our societies. The world's
poorest nations depend largely on agriculture for their
economic survival as well as their food, fuel and fiber. The
challenges of innovation to create and sustain productive
and environmentally sound agriculture are even more pro
announced in these societies. Any failure to do so has
enormous implications for the global community, over and
above the social, economic, and environmental impacts.
For thousands of years biological innovation has been
informed and guided by keen observation and the
accumulation and sharing of generations of empirical
knowledge. Farmers selected better crop varieties and
livestock breeds, and development.
THE SCIENTIFIC SPIRIT:
The scientific spirit is atmospheric and elusive and
always difficult of definition, refusing to be caught
and caged within the hard and fast limits of verbal
lines. Yet the phrase stands for a method and
temper of study the nature of which is distinctly
felt and is sharply contrasted with some other
types
Of mind. We shall therefore first describe the scientific spirit and then
make some applications of it to theological study and teaching.

It may be said that the fundamental mark of the

scientific spirit is the simple search for fact and truth.
The aim of the scientific spirit is to go straight to reality
and find out the truth about it. It is therefore at bottom
an honest love for the truth and a desperate attempt
to get at it.
It is fair and candid in that it strives to consider all the
facts and to face all difficulties, and it gives a full
audience to all opposing theories. It does not pick out
such facts as make for some particular theory, and
suppress or ignore all others.
It refuses to twist and color any facts to make them fit
any theory,
 But it makes theory fit facts. It is especially impartial
and candid in its attitude toward difficulties, and tries
to see them in their full force.

s
 Bibliography:
1. https://www.sciencedirect.com/topics/

social-sciences/science-and-society

2. https://en.m.wikipedia.org/wiki/Wiki

Pedia: Contents/Society_and_social_

Sciences

Thank you