From the Horse's Mouth: Why Scientists' Views Are Crucial to Nature of Science Understanding

Autor/inn/en	Hodson, Derek; Wong, Siu Ling
Titel	From the Horse's Mouth: Why Scientists' Views Are Crucial to Nature of Science Understanding
Quelle	In: International Journal of Science Education, 36 (2014) 16, S.2639-2665 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.927936
Schlagwörter	Stellungnahme; Scientific Principles; Scientific Literacy; Scientists; Scientific Attitudes; Learning Strategies; Learning Theories; Definitions; Convergent Thinking; Observation; Inferences; Educational Theories; Cultural Context; Social Influences; Interdisciplinary Approach; Reader Response; Educational Philosophy + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie; Begriffsbestimmung; Beobachtung; Inference; Inferenz; Educational theory; Theory of education; Bildungstheorie; Sozialer Einfluss; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leserbrief; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or "benchmarking", as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10