Literaturnachweis - Detailanzeige
| Autor/in | Allchin, Douglas |
|---|---|
| Titel | Beyond the Consensus View: Whole Science |
| Quelle | In: Canadian Journal of Science, Mathematics and Technology Education, 17 (2017) 1, S.18-26 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Allchin, Douglas) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1492-6156 |
| DOI | 10.1080/14926156.2016.1271921 |
| Schlagwörter | Scientific Principles; Science Education; Educational Assessment; Teaching Methods; Science Instruction; Inquiry; Active Learning; Epistemology; Expertise; Trust (Psychology) |
| Abstract | The "consensus view" on the nature of science (NOS) is now outmoded. To help frame an enduring alternative, one should attend first to the "why" of NOS education. Functional, or civic, scientific literacy is foundational. Acknowledging a need for consumers and citizens to assess the reliability of scientific claims in personal and public decision making leads to an expansive, open-ended, and inclusive list of contextualized NOS elements--experimental, conceptual, and social--known as "Whole Science." Any enduring reform also needs to consider practicalities, such as the challenge of assessment, the inevitable role of epistemic dependence (and lessons about expertise, trust, and science on artists), NOS education beyond the classroom, and the development of concrete lessons based on inquiry learning. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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