Why?

Why should we teach the nature of science?  It's the content that we test, what's so important about about the process?  If students like the subject matter they will want to be scientists, right?  Wrong.  The problem with not actively modeling and teaching (explicitly and implicitly) the nature of science is that it leads to negative stereotypes of what it means to be a scientist. 

In Moving Beyond the Lone Scientists Azza Sharkawy states that "studies have found that students perceive scientists as white, balding males who wear spectacles and lab coats and work indoors with chemicals... students possess a sterotypic image of scientific work as asocial - an individual rather than a collaborative endeavor.  Such an image of scientists is alienating for many students, contributes to students' inauthentic views of scientific practice, and promotes a view of the scientific community that is exclusive and restrictive rather than inclusive.

In a society that is becoming more diverse by the moment it is imperative that our researchers, scientists, and engineers represent the whole population instead of a small portion.  For innovations to be made in an area, there must first be researchers interested in that area.  No matter how educated and experienced, a person may not have the intrinsic motivation needed to research in areas that go against or do not affect their demographic.  It is important that people of all races, ethnicities, genders, and faiths study science so that their needs are explored and met. 

A simple example of this is the misconception that science is an asocial activity.  There are exceptions, but females tend to be social and prefer to collaborate with others.  If a young girl likes to study geology but thinks that geologists spend their days alone studying readings and performing the same chemical test on twenty rock specimens, there is a chance that she might think, "I think I'll study business instead." 

Sharkawy, A. (2009). Moving beyond the lone scientist: Helping 1st-grade students appreciate the social context of scientific work using stories about scientists. Journal of elementary science education, 21(1), 61-78. Retrieved from http://link.springer.com/article/10.1007/BF03174716