Beyond Construction: Five Arguments for the Role and Value of Critique in Learning Science

Autor/inn/en	Henderson, J. Bryan; MacPherson, Anna; Osborne, Jonathan; Wild, Andrew
Titel	Beyond Construction: Five Arguments for the Role and Value of Critique in Learning Science
Quelle	In: International Journal of Science Education, 37 (2015) 10, S.1668-1697 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1043598
Schlagwörter	Role; Science Education; Epistemology; Literacy; Teaching Methods; Learning Motivation; Criticism; Protocol Analysis; Cues; Thinking Skills; Logical Thinking; Abstract Reasoning; Learning Experience; Middle School Students + Suchen Sie Ihr Suchwort? Rollen; Naturwissenschaftliche Bildung; Erkenntnistheorie; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Kritik; Stichwort; Denkfähigkeit; Abstraktes Denken; Denken; Lernerfahrung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises--Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01