Putting Sociology First--Reconsidering the Role of the Social in "Nature of Science" Education

Autor/in	Zemplen, Gabor A.
Titel	Putting Sociology First--Reconsidering the Role of the Social in "Nature of Science" Education
Quelle	In: Science & Education, 18 (2009) 5, S.525-559 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-007-9125-3
Schlagwörter	Sociology; Textbooks; Epistemology; Scientific Attitudes; Sciences; Scientific Principles; Science and Society; Creationism; Science Instruction; Science Education; Units of Study; Teaching Methods; Controversial Issues (Course Content) + Suchen Sie Ihr Suchwort? Soziologie; Textbook; Text book; Schulbuch; Lehrbuch; Erkenntnistheorie; Science; Wissenschaft; Schöpfungstheologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Lerneinheit; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse
Abstract	Contrasting two examples from 2005, a creationism-trial and a recent textbook, the article shows two different ways of employing social considerations to demarcate science from non-science. Drawing conclusions from the comparison, and citing some of the leading proponents of science studies, the paper argues for a novel perspective in teaching nature of science (NOS) issues, one that grows out of sociological and anthropological considerations of (scientific) expertise. In contrast to currently dominant epistemic approaches to teach NOS, this view makes it possible to incorporate epistemic and social norms in a unified framework that can alleviate presently problematic aspects of NOS modules, and can help students appreciate science as a privileged form of knowledge-production without becoming scientistic. A pilot module to carry out the above is presented and assessed, showing that a broad sociological starting point is closer to the lifeworld of students, and that traditional epistemic considerations need not be compromised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10