NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1133306
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1492-6156
Beyond the Consensus View: Whole Science
Allchin, Douglas
Canadian Journal of Science, Mathematics and Technology Education, v17 n1 p18-26 2017
The "consensus view" on the nature of science (NOS) is now outmoded. To help frame an enduring alternative, one should attend first to the "why" of NOS education. Functional, or civic, scientific literacy is foundational. Acknowledging a need for consumers and citizens to assess the reliability of scientific claims in personal and public decision making leads to an expansive, open-ended, and inclusive list of contextualized NOS elements--experimental, conceptual, and social--known as "Whole Science." Any enduring reform also needs to consider practicalities, such as the challenge of assessment, the inevitable role of epistemic dependence (and lessons about expertise, trust, and science on artists), NOS education beyond the classroom, and the development of concrete lessons based on inquiry learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A