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Dunlop, Lynda; Veneu, Fernanda – Science & Education, 2019
Controversies in science are an essential feature of scientific practice: defined here as current problems that are unresolved because there are no accepted procedures by which they can be resolved or there are differing assumptions that affect the interpretation of evidence. Although there has been much attention in science education literature…
Descriptors: Science Instruction, Science Education, Controversial Issues (Course Content), Science and Society
Radtka, Catherine – Science & Education, 2013
This study explores the way the concept of temperature was presented in lower-secondary science textbooks in France, Poland and England at the end of the 1950s and in the 2000s. I draw on history of science, history of education and book history to analyze different treatments of an apparently-similar scientific concept with regard to national…
Descriptors: Climate, Foreign Countries, Scientific Concepts, Educational History
de Berg, Kevin C. – Science & Education, 2011
This paper discusses the findings of a search for the intellectual tools used by Joseph Priestley (1733-1804) in his chemistry, education, and theology documents. Priestley's enquiring democratic view of knowledge was applicable in all three areas and constitutes a significant part of his lifework. Current epistemological issues in science…
Descriptors: Foreign Countries, Scientific Principles, Chemistry, Epistemology
Taber, Keith S. – Science & Education, 2008
The nature of science is a complex theme, and continues to be the subject of advanced and ongoing scholarship, drawing upon a range of disciplines. Therefore, whatever is presented in school science as being "the" nature of science must at best be a simplification, and so there is a need to form judgements about which simplifications are…
Descriptors: National Curriculum, Scientific Principles, Prior Learning, Science Instruction
Reiss, Michael – Science & Education, 2008
There has been a move in recent years towards the greater inclusion of social and ethical issues within science courses. This paper examines a new context-based course for 16-18 year-olds (Salters-Nuffield Advanced Biology) who are studying biology in England and Wales. The course is taught through contexts and has an emphasis on social issues and…
Descriptors: Biology, Foreign Countries, Ethics, Science and Society