A Framework for Guiding Future Citizens to Think Critically about Nature of Science and Socioscientific Issues

Autor/in	Yacoubian, Hagop A.
Titel	A Framework for Guiding Future Citizens to Think Critically about Nature of Science and Socioscientific Issues
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 15 (2015) 3, S.248-260 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2015.1051671
Schlagwörter	Science Education; Critical Thinking; Scientific Principles; Science and Society; Decision Making; Models; Educational Objectives; Persuasive Discourse; Science Curriculum; Science Process Skills; Learning Activities; Science Activities; Scientific Literacy + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Kritisches Denken; Decision-making; Entscheidungsfindung; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel; Persuasion; Persuasive Kommunikation; Lernaktivität
Abstract	In this article, I introduce a framework for guiding future citizens to think critically about nature of science (NOS) and "with" NOS as they engage in socioscientific decision making. The framework, referred to as the critical thinking--nature of science (CT-NOS) framework, explicates and targets both NOS as a learning objective and NOS as a means for socioscientific decision making, has critical thinking as its foundational pillar, and provides the possibility of creating a developmental pathway for NOS learning. I provide a theoretical basis for the framework, followed by a description of its characteristics and an illustrative example. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01