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ERIC Number: EJ1133301
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1492-6156
Some Reflections on "Going beyond the Consensus View" of the Nature of Science in K-12 Science Education
Berkovitz, Joseph
Canadian Journal of Science, Mathematics and Technology Education, v17 n1 p37-45 2017
Hodson and Wong (2017, this issue) argue that, though the nature of science (NOS) is now an established focus of school science education and a key element in defining scientific literacy, "the consensus view" of NOS misrepresents contemporary scientific practice. They then propose a number of alternative approaches to science curriculum building. I agree with Hodson and Wong's criticism of the consensus view of NOS. I also like many aspects of their proposals and believe that they would enrich the curriculum and present students with a much more realistic picture of science. But I have an important reservation about these proposals. Hodson and Wong's view of NOS is largely ahistorical in that they seem to focus only on contemporary science. Such a focus may lead to a distorted picture of science and its history, portraying science as little more than a mirror image of contemporary science. In order to understand the nature of science, it is vital to learn its history. I conclude by briefly commenting on the role that the history, philosophy, and sociology of science should play in shaping a vision for science education that would inspire creativity, open-mindedness, critical thinking, and respect for different cultures and conceptions of the world. [For Hodson and Wong's article, see EJ1133274.]
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; Opinion Papers
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A