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ERIC Number: EJ1165656
Record Type: Journal
Publication Date: 2017-Dec
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Breaking the Cycle: Interrupting the Perpetuation of Erroneous Ideas about the Nature of Science in the Educational System
Chappell, Keith
School Science Review, v99 n367 p19-25 Dec 2017
In the context of what are often highly compartmentalised curriculum requirements, this article considers the cyclical nature of the acquisition and transfer of knowledge in the education system in relation to those questions that transcend individual subjects as set out in traditional curriculum divisions. It also considers the detrimental consequences of this across the curriculum for all subjects and seeks to identify "pinch points" at which interventions might most effectively be introduced to break the cycle of knowledge compartmentalisation, and allow those questions that do not sit simply within a single subject to be handled in a meaningful way. Particular examples from the teaching of genetics are used to illustrate the broader issue that affects science education across all fields. Finally, in seeking to break this cycle of perpetuated errors there are opportunities to offer new modes of thinking about the relationship of science with other ways of thinking that move beyond the simplistic notions of conflict embedded in many discussions, such as those relating to science and religion.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading); United Kingdom
Grant or Contract Numbers: N/A