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.518-542 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20432
Schlagwörter	Scientific Principles; Scientific Literacy; Teaching Methods; Evaluation Methods; Alternative Assessment; Scientific Methodology; Science Activities; Case Studies; Inquiry; Knowledge Level; Methods Research + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Wissensbasis; Methodenforschung
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. (Contains 4 tables and 6 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10