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ERIC Number: EJ1040000
Record Type: Journal
Publication Date: 2014-Feb
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0926-7220
Nature of Science, Scientific Inquiry, and Socio-Scientific Issues Arising from Genetics: A Pathway to Developing a Scientifically Literate Citizenry
Lederman, Norman G.; Antink, Allison; Bartos, Stephen
Science & Education, v23 n2 p285-302 Feb 2014
The primary focus of this article is to illustrate how teachers can use contemporary socio-scientific issues to teach students about nature of scientific knowledge as well as address the science subject matter embedded in the issues. The article provides an initial discussion about the various aspects of nature of scientific knowledge that are addressed. It is important to remember that the aspects of nature of scientific knowledge are not considered to be a comprehensive list, but rather a set of important ideas for adolescent students to learn about scientific knowledge. These ideas have been advocated as important for secondary students by numerous reform documents internationally. Then, several examples are used to illustrate how genetically based socio-scientific issues can be used by teachers to improve students' understandings of the discussed aspects of nature of scientific knowledge.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A