Evaluating knowledge of the nature of (whole) science.

Autor/in	Allchin, Douglas
Titel	Evaluating knowledge of the nature of (whole) science.
Quelle	In: Science education, 95 (2011) 3, S. 518-542Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20432
Schlagwörter	Evaluationsforschung; Fallstudie; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Unterrichtsmethode; Fallstudie; Evaluationsforschung; Naturwissenschaftliche Bildung; Wissensbasis; Wissensbasis; Unterrichtsmethode; Naturwissenschaften; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Naturwissenschaftliches Denken
Abstract	I profile here a prospective method for assessing nature of science (NOS) knowledge, as an alternative to VNOS and similar approaches. Questions about cases in contemporary news and from history probe scientific literacy in context. Scoring targets how "well informed" the analysis is, based on identifying relevant NOS information and interpreting its import appropriately. The assessment shifts focus from declarative statements to functional (or interpretive) analysis. It also entails reframing current NOS characterizations from selective lists of tenets to the multiple dimensions shaping reliability in scientific practice, from the experimental to the social-namely, to Whole Science. This approach underscores the role of reflective student inquiry and historical and contemporary cases in NOS instruction.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2