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ERIC Number: ED262973
Record Type: Non-Journal
Publication Date: 1985-Apr-29
Pages: 11
Abstractor: N/A
Reference Count: N/A
Exposing the Myth of Scientific Thinking in Teacher Education Programs.
Munby, Hugh
This paper reviews the conceptual confusion surrounding the concept "scientific thinking" (also known as "the proceses of science,""scientific processes,""inquiry skills," and sometimes, "the scientific method"). It begins with three separate arguments, each supporting a particular claim: (1) Science does not have exclusive rights to "scientific thinking." (2) "Scientific thinking," as usually portrayed, bears little relationship to how individuals actually think. (3) "Scientific thinking" is promoted in "methods" textbooks and in the science education literature. It is argued that the concept has attained an unwarrented status in the field of science education. If pre-service science teachers are to be assisted in their understanding of research, then they have to be confronted with the conceptual issues surrounding this concept. Anything less than this does a double disservice: it provides future teachers with a biased view of the potential of research, and it inhibits their growth as thoughtful professionals. (JN)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A