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Kind, Per; Osborne, Jonathan – Science Education, 2017
In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…
Descriptors: Science Instruction, Teaching Methods, Thinking Skills, Epistemology
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Archer, Louise; Dewitt, Jennifer; Osborne, Jonathan – Science Education, 2015
There are widespread policy concerns to improve (widen and increase) science, technology, engineering, and mathematics participation, which remains stratified by ethnicity, gender, and social class. Despite being interested in and highly valuing science, Black students tend to express limited aspirations to careers in science and remain…
Descriptors: Science Careers, African American Education, African American Students, African Americans
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Falk, John H.; Dierking, Lynn D.; Osborne, Jonathan; Wenger, Matthew; Dawson, Emily; Wong, Billy – Science Education, 2015
Increasing evidence suggests that individuals develop their understanding of science concepts in and out of school, using varied community resources and networks. Thus in contrast to historic research approaches that focus exclusively on single organizations and/or educational events, the current paper presents exploratory research in which we…
Descriptors: Foreign Countries, Science Education, Networks, Educational Quality
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Osborne, Jonathan; Patterson, Alexis – Science Education, 2012
In "For Whom Is Argument and Explanation a Necessary Distinction? A Response to Osborne and Patterson," Berland and McNeill seek to argue that there is an overlap between these two discourse acts such that, in the welter of classroom life, it is difficult to make the distinction. Indeed, in their article Jonathan Osborne and Alexis Patterson did…
Descriptors: Concept Formation, Educational Policy, Science Education, Science Instruction
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Archer, Louise; DeWitt, Jennifer; Osborne, Jonathan; Dillon, Justin; Willis, Beatrice; Wong, Billy – Science Education, 2012
There is international concern over persistent low rates of participation in postcompulsory science--especially the physical sciences--within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents)…
Descriptors: Females, Sexual Identity, Foreign Countries, Career Choice
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Archer, Louise; DeWitt, Jennifer; Osborne, Jonathan; Dillon, Justin; Willis, Beatrice; Wong, Billy – Science Education, 2010
The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines…
Descriptors: Foreign Countries, Science Activities, Science Interests, Student Attitudes
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Bartholomew, Hannah; Osborne, Jonathan; Ratcliffe, Mary – Science Education, 2004
In this paper, we report work undertaken with a group of 11 UK teachers over a period of a year to teach aspects of the nature of science, its process, and its practices. The teachers, who taught science in a mix of elementary, junior high, and high schools, were asked to teach a set of "ideas-about-science" for which consensual support…
Descriptors: Diaries, Delphi Technique, Science Teachers, Scientific Principles
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Erduran, Sibel; Simon, Shirley; Osborne, Jonathan – Science Education, 2004
This paper reports some methodological approaches to the analysis of argumentation discourse developed as part of the two-and-a-half year project titled "Enhancing the Quality of Argument in School Science" supported by the Economic and Social Research Council in the United Kingdom. In this project researchers collaborated with…
Descriptors: Teaching Methods, Foreign Countries, Research Methodology, Science Teachers
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Driver, Rosalind; Newton, Paul; Osborne, Jonathan – Science Education, 2000
Develops the case for the inclusion and central role of argument in science education. Discusses the function and purpose of dialogical argument in the social construction of scientific knowledge and interpretation of empirical data. (Author/CCM)
Descriptors: Classroom Techniques, Debate, Higher Education, Persuasive Discourse
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Monk, Martin; Osborne, Jonathan – Science Education, 1997
Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's…
Descriptors: Constructivism (Learning), Curriculum Development, Epistemology, Evaluation