bailin s (2002) critical thinking and science education

Critical Thinking and Science Education

• Bailin, Sharon

It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.

• Science Education;
• Critical Thinking;
• Valuable Work

The Infona portal uses cookies, i.e. strings of text saved by a browser on the user's device. The portal can access those files and use them to remember the user's data, such as their chosen settings (screen view, interface language, etc.), or their login data. By using the Infona portal the user accepts automatic saving and using this information for portal operation purposes. More information on the subject can be found in the Privacy Policy and Terms of Service. By closing this window the user confirms that they have read the information on cookie usage, and they accept the privacy policy and the way cookies are used by the portal. You can change the cookie settings in your browser.

• Login or register account

INFONA - science communication portal

• advanced search
• conferences
• Collections

Critical Thinking and Science Education $("#expandableTitles").expandable();

• Contributors

Fields of science

• Bibliography

Science & Education > 2002 > 11 > 4 > 361-375

It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.

Identifiers

User assignment

Assignment remove confirmation

You're going to remove this assignment. are you sure.

Sharon Bailin

• Simon Fraser University, Faculty of Education, Burnaby, Canada

Additional information

• Read online
• Add to read later
• Add to collection
• Add to followed

Export to bibliography

• Terms of service

Accessibility options

• Report an error / abuse

Reporting an error / abuse

Sending the report failed.

Submitting the report failed. Please, try again. If the error persists, contact the administrator by writing to [email protected].

You can adjust the font size by pressing a combination of keys:

• CONTROL + + increase font size
• CONTROL + – decrease font

You can change the active elements on the page (buttons and links) by pressing a combination of keys:

• TAB go to the next element
• SHIFT + TAB go to the previous element

Advertisement

Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course

• Published: February 2007
• Volume 16 , pages 167–196, ( 2007 )

Cite this article

• Gábor Á. Zemplén 1 , 2  

769 Accesses

16 Citations

Explore all metrics

The article investigates the Theory of Knowledge course of the International Baccalaureate Organization . After a short overview of the aims and objectives of the course, the assessment criteria and a popular textbook are investigated. Shortcomings concerning the treatment of the natural sciences are highlighted and the problem is generalised to courses or curricula that aim to reconcile agendas focusing on critical thinking and philosophical analysis on the one hand and traditional science subject-agendas on the other. The article argues that these problems also surface in the actual teaching practice and their implications for the curricula need to be taken more seriously. Three possible alternatives to overcome these problems are outlined. The first is based on novel work in history and philosophy of science, the second on general theories of argumentation, and the third on systematic exploration of student interests and stakes.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime

Price includes VAT (Russian Federation)

Instant access to the full article PDF.

Rent this article via DeepDyve

Institutional subscriptions

Similar content being viewed by others

Critical Thinking and/or Argumentation in Higher Education

Philosophical Inquiry and Critical Thinking in Primary and Secondary Science Education

Broadening the Theory of Scientific Thinking for Higher Education

N. Alchin (2003a) Theory of Knowledge - Teacher’s Book John Murray London

Google Scholar  

N. Alchin (2003b) Theory of Knowledge John Murray London

D. Allchin (1999) ArticleTitle ‘Values in Science: An Educational Perspective’ Science & Education 8 IssueID 1 1–12 Occurrence Handle 10.1023/A:1008600230536

Article   Google Scholar  

Aristoteles: 1984, Complete Works of Aristotle: The Revised Oxford Translation , in Barnes Jonathan (ed.), Princeton University Press, Princeton, N.J.

S. Bailin (2002) ArticleTitle ‘Critical Thinking and Science Education’ Science & Education 11 IssueID 4 361–375 Occurrence Handle 10.1023/A:1016042608621

H.H. Bauer (2003) ArticleTitle ‘The Progress of Science and Implications for Science Studies and for Science Policy’ Perspectives on Science 11 IssueID 2 236–278 Occurrence Handle 10.1162/106361403322495902

N. Cartwright J. Cat L. Fleck T.E. Uebel (1996) Otto Neurath: Philosophy between Science and Politics Cambridge Univ. Press Cambridge

J. Cat (1995) ArticleTitle ‘The Popper-Neurath Debate and Neurath’s Attack on Scientific Method’ Studies in History and Philosophy of Science 26 IssueID 2 219–250 Occurrence Handle 10.1016/0039-3681(94)00038-B

P. Davson-Galle (2004) ArticleTitle ‘Philosophy of Science, Critical Thinking and Science Education’ Science & Education 13 IssueID 6 503–517 Occurrence Handle 10.1023/B:SCED.0000042989.69218.77

J. Donnelly (2002) ArticleTitle ‘Instrumentality, Hermeneutics and the Place of Science in the School Curriculum’ Science & Education 11 IssueID 2 135–153 Occurrence Handle 10.1023/A:1014474422345

Dotger, S.: 2005, Using Theories of Epistemic Cognition to Evaluate the Goals for Teaching the Nature of Science. Paper read at 2005 IHPST, at Leeds

R. Driver P. Newton J. Osborne (2000) ArticleTitle ‘Establishing Norms of Scientific Argumentation in Classrooms’ Science Education 85 288–311

Edexcel Level 3 as Gce in History and Philosophy and Ethics (Perspectives on Science). 2004 – Nov Draft

Eemeren, F.H.v., & Grootendorst, R.: 1984, Speech Acts in Argumentative Discussions: A Theoretical Model for the Analysis of Discussions Directed Towards Solving Conflicts of Opinion, Studies of Argumentation in Pragmatics and Discourse Analysis; 1. Dordrecht: Foris Publications

F.H.v. Eemeren R. Grootendorst (1992) Argumentation, Communication, and Fallacies: A Pragma-Dialectical Perspective L. Erlbaum Hillsdale, N.J

F.H.v. Eemeren R. Grootendorst (2004) A Systematic Theory of Argumentation Cambridge University Press Cambridge

F.H.v. Eemeren R. Grootendorst F.S. Henkemans (2002) Argumentation. Analysis, Evaluation, Presentation L. Erlbaum London, Mahwah NJ

F.H.v. Eemeren P. Houtlosser (2002) ‘‘Strategic Maneuvering. Maintaining a Delicate Balance’’ F.H.v. Eemeren P. Houtlosser (Eds) Dialectic and Rhetoric. The Warp and Woof of Argumentation Analysis Kluwer Academic Publishers Dordrecht 131–159

Facione, P.A.: 1990, Critical Thinking: A Statement of Expert Consensus for Purpose of Educational Assessment and Instruction: American Philosophical Association. (ERIC Document Reproduction Service No. ED 315 423)

P.A. Facione N.C. Facione (1992) The California Critical Thinking Disposition Inventory (Cctdi). Test Administration Manual California Academic Press Millbrae

D. Fawkes B. O’Meara D. Weber D. Flage (2005) ArticleTitle ‘Examining the Exam: A Critical Look at the California Critical Thinking Skills Test’ Science & Education 14 IssueID 2 117–135 Occurrence Handle 10.1007/s11191-005-6181-4

P. Galison D.J. Stump (1996) The Disunity of Science: Boundaries, Contexts, and Power Stanford University Press Stanford, Calif

R. Good J. Shymansky (2001) ArticleTitle ‘Nature-of-Science Literacy in Benchmarks and Standards: Post-Modern/Relativist or Modern/Realist?’ Science & Education 10 IssueID 1–2 173–185 Occurrence Handle 10.1023/A:1008789610357

J. Gregory S. Miller (2001) ‘Caught in the Crossfire? The Public’s Role in the Science Wars’ J.A. Labinger H. Collins (Eds) The One Culture? A Conversation About Science University of Chicago Press Chicago 61–72

R. Haller (1982) ‘Das Neurath-Prinzip. Grundlagen Und Folgerungen’ F. Stadler (Eds) Arbeiterbildung in Der Zwischenkriegszeit Löker Wien 79–87

C.L. Hamblin (1970) Fallacies Methuen London

Harding, S.G. (ed.): 1976, Can Theories Be Refuted? Essays on the Duhem-Quine Thesis , Kluwer, Dordrecht

W.D. Harpine (2004) ArticleTitle ‘What Do You Mean, Rhetoric Is Epistemic?’ Philosophy and Rhetoric 37 IssueID 4 335–352 Occurrence Handle 10.1353/par.2004.0026

J.L. Heilbron (2002) ArticleTitle ‘History in Science Education, with Cautionary Tales About the Agreement of Measurement and Theory’ Science & Education 11 IssueID 4 321–331 Occurrence Handle 10.1023/A:1016047131849

G. Holton (1992) ArticleTitle ‘Ernst Mach and the Fortunes of Positivism in America’ Isis 83 IssueID 1 27–60 Occurrence Handle 10.1086/356024

G. Holton (2003) ArticleTitle ‘What Historians of Science and Science Educators Can Do for One Another’ Science & Education 12 IssueID 7 603–616 Occurrence Handle 10.1023/A:1025675922918

D. Howard (2002) ‘Lost Wanderers in the Forest of Knowledge: Some Thought on the Discovery-Justification Distinction’ F. Steinle (Eds) Revisiting Discovery and Justification Max Planck Institute for the History of Science Berlin 41–58

M. Izquierdo-Aymerich A. Adúriz-Bravo (2003) ArticleTitle ‘Epistemological Foundations of School Science’ Science & Education 12 IssueID 1 27–43 Occurrence Handle 10.1023/A:1022698205904

S. Jacobs (2000) ArticleTitle ‘Michael Polanyi on the Education and Knowledge of Scientists’ Science & Education 9 IssueID 3 309–320 Occurrence Handle 10.1023/A:1008729129597

P.M. King K.S. Kitchener (1994) Developing Reflective Judgment Jossey Bass San Francisco

E.B. Kozleski (2004) ArticleTitle ‘Technology Transfer and the Field of Education. The Research to Practice Conundrum’ Comaparative Technology Transfer and Society 2 IssueID 2 176–194

N.G. Lederman P.D. Wade R.L. Bell (1998) ArticleTitle ‘Assessing the Nature of Science: What Is the Nature of Our Assessments?’ Science & Education 7 IssueID 6 595–615 Occurrence Handle 10.1023/A:1008601707321

M.R. Matthews (1994) Science Teaching: The Role of History and Philosophy of Science Routledge New York

M.R. Matthews (2004) ArticleTitle ‘Reappraising Positivism and Education: The Arguments of Philipp Frank and Herbert Feigl’ Science & Education 13 IssueID 1–2 7–39 Occurrence Handle 10.1023/B:SCED.0000018544.34295.8b

W.F. McComas H. Almazroa M.P. Clough (1998) ArticleTitle ‘The Nature of Science in Science Education: An Introduction’ Science & Education 7 IssueID 6 511–532 Occurrence Handle 10.1023/A:1008642510402

W.F. McComas M.P. Clough H. Almazroa (2000) ‘The Role and Character of the Nature of Science in Science Education’ F.W. McComas (Eds) The Nature of Science in Science Education: Rationales and Strategies Kluwer Dordrecht

O. Neurath (1913) ArticleTitle ‘Die Verirrten Des Cartesius Und Das Auxiliarmotiv (Zur Psychologie Des Entschlusses)’ Jahrbuch der Philosophischen Gesellschaft an der Universität zu Wien 1913 45–59

Neurath, O.: 1973, Empiricism and Sociology , in R.S. Cohen (ed.), D. Riedel, Dordrecht

O. Neurath (1983) Philosophical Papers, 1913–1946, Vienna Circle Collection; V. 16 D. Riedel - Kluwer Dordrecht, Boston

M. Nott J. Wellington (1998) ArticleTitle ‘Eliciting, Interpreting and Developing Teachers’ Understandings of the Nature of Science’ Science & Education 7 IssueID 6 579–594 Occurrence Handle 10.1023/A:1008631328479

Russell, J.B.: 1997, Inventing the Flat Earth: Columbus and Modern Historians. Praeger Paperback

E. Schiappa (2001) ArticleTitle ‘Second Thoughts on the Critiques of Big Rhetoric’ Philosophy and Rhetoric 34 IssueID 3 260–274

R.L. Scott (1967) ArticleTitle ‘On Viewing Rhetoric as Epistemic’ Central States Speech Journal 18 9–17

M.U. Smith L.C. Scharmann (1999) ArticleTitle ‘Defining Versus Describing the Nature of Science: A Pragmatic Analysis for Classroom Teachers and Science Educators’ Science Education 83 494–509 Occurrence Handle 10.1002/(SICI)1098-237X(199907)83:4<493::AID-SCE6>3.0.CO;2-U

J. Solbes M. Traver (2003) ArticleTitle ‘Against a Negative Image of Science: History of Science and the Teaching of Physics and Chemistry’ Science & Education 12 IssueID 7 703–717 Occurrence Handle 10.1023/A:1025660420721

F. Stadler (1997) Studien Zum Wiener Kreis. Ursprung, Entwicklung Und Wirkung Des Logischen Empirismus Im Kontext Suhrkamp Frankfurt

M. Stöltzner (2001) ‘Otto Neurath’ S. Tanaka (Eds) Ernst Mach’s Vienna 1895–1930. On Phenomenalism as Philosophy of Science Kluwer Dordrecht 105–122

J.L. Tomkinson (2004) The Enterprise of Knowledge: A Resource Book for Theory of Knowledge EditionNumber 2 Leader Books Athens

S.E. Toulmin (1958) The Uses of Argument Cambridge UP Cambridge

T.E. Uebel (1997) ‘From the Duhem Thesis to the Neurath Principle’ J.C. Marek (Eds) Austrian Philosophy Past and Present Kluwer Academic Publishers Dordrecht, Boston, London 87–100

M. Woolman (2000) Ways of Knowing IBID Press Victoria, Australia

D.L. Zeidler T.D. Sadler M.L. Simmons E.V. Howes (2005) ArticleTitle ‘Beyond STS: A Research-Based Framework for Socioscientific Issues Education’ Science Education 89 358–377 Occurrence Handle 10.1002/sce.20048

D.L. Zeidler K.A. Walker W.A. Ackett M.L. Simmons (2002) ArticleTitle ‘Tangled up in Views: Beliefs in the Nature of Science and Responses to Socioscientific Dilemmas’ Science Education 86 344–367 Occurrence Handle 10.1002/sce.10025

D. Zolo (1990) ArticleTitle ‘Reflexive Epistemology and Social Complexity – the Philosophical Legacy of Neurath – Otto’ Philosophy of the Social Sciences 20 IssueID 2 149–169

Download references

Author information

Authors and affiliations.

Max-Planck-Institut für Wissenschaftsgeschichte, Wilhelmstrasse 44, Berlin, 10117, Germany

Gábor Á. Zemplén

Budapest Univerisity of Technology and Economics (HAS, HPS Research Group), Stotzek U. 2. St., 1025, Budapest, H-1111, Hungary

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Gábor Á. Zemplén .

Rights and permissions

Reprints and permissions

About this article

Zemplén, G.Á. Conflicting Agendas: Critical Thinking versus Science Education in the International Baccalaureate Theory of Knowledge Course. Sci Educ 16 , 167–196 (2007). https://doi.org/10.1007/s11191-006-6387-0

Download citation

Issue Date : February 2007

DOI : https://doi.org/10.1007/s11191-006-6387-0

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• critical thinking
• theory of knowledge
• philosophy of science
• history of science
• argumentation
• science education
• pargma-dialectics
• Otto Neurath
• International Baccalaureate Organization
• Find a journal
• Publish with us
• Track your research

• Advanced Search
• All new items
• Journal articles
• Manuscripts
• All Categories
• Metaphysics and Epistemology
• Epistemology
• Metaphilosophy
• Metaphysics
• Philosophy of Action
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Religion
• Value Theory
• Applied Ethics
• Meta-Ethics
• Normative Ethics
• Philosophy of Gender, Race, and Sexuality
• Philosophy of Law
• Social and Political Philosophy
• Value Theory, Miscellaneous
• Science, Logic, and Mathematics
• Logic and Philosophy of Logic
• Philosophy of Biology
• Philosophy of Cognitive Science
• Philosophy of Computing and Information
• Philosophy of Mathematics
• Philosophy of Physical Science
• Philosophy of Social Science
• Philosophy of Probability
• General Philosophy of Science
• Philosophy of Science, Misc
• History of Western Philosophy
• Ancient Greek and Roman Philosophy
• Medieval and Renaissance Philosophy
• 17th/18th Century Philosophy
• 19th Century Philosophy
• 20th Century Philosophy
• History of Western Philosophy, Misc
• Philosophical Traditions
• African/Africana Philosophy
• Asian Philosophy
• Continental Philosophy
• European Philosophy
• Philosophy of the Americas
• Philosophical Traditions, Miscellaneous
• Philosophy, Misc
• Philosophy, Introductions and Anthologies
• Philosophy, General Works
• Teaching Philosophy
• Philosophy, Miscellaneous
• Other Academic Areas
• Natural Sciences
• Social Sciences
• Cognitive Sciences
• Formal Sciences
• Arts and Humanities
• Professional Areas
• Other Academic Areas, Misc
• Submit a book or article
• Upload a bibliography
• Personal page tracking
• Archives we track
• Information for publishers
• Introduction
• Submitting to PhilPapers
• Frequently Asked Questions
• Subscriptions
• Editor's Guide
• The Categorization Project
• For Publishers
• For Archive Admins
• PhilPapers Surveys
• Bargain Finder
• About PhilPapers
• Create an account

Critical thinking and science education

Reprint years, other versions.

No versions found

PhilArchive

External links.

• link.springer.com (no proxy)

Through your library

• Sign in / register and customize your OpenURL resolver
• Configure custom resolver

Similar books and articles

Citations of this work, references found in this work.

• DOI: 10.1080/002202799183124
• Corpus ID: 143250276

Common misconceptions of critical thinking

• Sharon Bailin , R. Case , +1 author L. Daniels
• Published 1 May 1999
• Education, Philosophy
• Journal of Curriculum Studies

221 Citations

Critical thinking: two theses from the ground up, critical thinking and science education, wp 54 thinking about teaching thinking, critical thinking in the schools: why doesn't much happen, libri ad nauseam: the critical thinking textbook glut, challenging students with the tools of critical thinking, an exploration into research on critical thinking and its cultivation: an overview, can students be taught to think critically, the failure of critical thinking: considering virtue epistemology as a pedagogical alternative, is it permissible to teach buddhist mindfulness meditation in a critical thinking course.

• Highly Influenced
• 11 Excerpts

17 References

Critical thinking and thinking skills: state of the art definitions and practice in public schools., educating reason: rationality, critical thinking and education, teaching critical thinking in the "strong" sense: a focus on self-deception, world views, and a dialectical mode of analysis, education and thinking: the role of knowledge., teaching for thinking, practical strategies for the teaching of thinking, mind matters: teaching for thinking, teaching thinking skills: a handbook for secondary school teachers, artistry, the work of artists, dimensions of thinking: a framework for curriculum and instruction, related papers.

Showing 1 through 3 of 0 Related Papers

•    Home
• Article citations
• Biomedical & Life Sci.
• Business & Economics
• Chemistry & Materials Sci.
• Computer Sci. & Commun.
• Earth & Environmental Sci.
• Engineering
• Medicine & Healthcare
• Physics & Mathematics
• Social Sci. & Humanities

Journals by Subject  

• Biomedical & Life Sciences
• Chemistry & Materials Science
• Computer Science & Communications
• Earth & Environmental Sciences
• Social Sciences & Humanities
• Paper Submission
• Information for Authors
• Peer-Review Resources
• Open Special Issues
• Open Access Statement
• Frequently Asked Questions

Publish with us  

Article citations More>>

Bailin, S. (2002). Critical thinking and science education. Science & Education, 11, 361-375. http://dx.doi.org/10.1023/A:1016042608621

has been cited by the following article:

TITLE: Developing Students’ Critical Thinking Skills by Task-Based Learning in Chemistry Experiment Teaching

KEYWORDS: Critical Thinking Skill; Task-Based Learning; Chemistry Experiment Teaching

JOURNAL NAME: Creative Education , Vol.4 No.12A , December 31, 2013

ABSTRACT: Task-Based Learning (TBL) is a student-centered, teacher-guided and task-performed teaching approach. This study was aimed to investigate the effects of task-based learning (TBL) in chemistry experiment teaching on promoting high school students’ critical thinking skills in Xi’an, China. To achieve the aims, a pre-test and post-test experimental design with an experimental group and a control group was employed. Students in the experimental group were taught with TBL, while students in the control group were taught with lecturing teaching methods. Five chemical experiments were selected, and 119 students aged at 17 - 19 voluntarily participated in the research which lasted one semester. The California Critical Thinking Skills Test (CCTST) was used as a data collection tool. Results showed there was an obvious significant difference (p 0.05) in the dimension of analyticity in the experimental group after TBL, while there were no significant differences in the total score, the evaluation and inference of CCTST. The findings provide an effective way for chemistry teachers to improve students’ critical thinking analyticity skills.

Related Articles:

• Open   Access Articles Information and communication technology in science learning as a tool for “scientific thinking” in engineering education Eugeny Smirnov, Vitali Bogun Natural Science Vol.2 No.12 , December 28, 2010 DOI: 10.4236/ns.2010.212171
• Open   Access Articles Teaching Science Education with Poetry Larissa Macalão Barbosa, Braulio Fonseca, Rossano André Dal-Farra, Leticia Azambuja Lopes Creative Education Vol.5 No.19 , November 12, 2014 DOI: 10.4236/ce.2014.519195
• Open   Access Articles Informal Science Education in the Footsteps of Galileo’s Dialogue Constantina Stefanidou, Maria Panagopoulou Advances in Historical Studies Vol.8 No.5 , November 6, 2019 DOI: 10.4236/ahs.2019.85013
• Open   Access Articles Barriers in Teaching Critical Thinking in Islamic Education Mohd Isa Hamzah, Nursafra Mohd Zhaffar, Khadijah Abdul Razak Creative Education Vol.9 No.14 , October 31, 2018 DOI: 10.4236/ce.2018.914175
• Open   Access Articles Benefits and Drawbacks of China’s Top-Down Innovation Campaign in Tertiary Science Education Shihong Xu Creative Education Vol.8 No.1 , January 16, 2017 DOI: 10.4236/ce.2017.81005
• Journals A-Z

About SCIRP

• Publication Fees
• For Authors
• Peer-Review Issues
• Special Issues
• Manuscript Tracking System
• Subscription
• Translation & Proofreading
• Volume & Issue
• Open Access
• Publication Ethics
• Preservation
• Privacy Policy

Article citations More >>

Bailin, S., (2002). Critical thinking and science education. Science & Education, Vol. 11, Issue 4, pp 362-375.

has been cited by the following article:

The Development of Critical Thinking for Students in Vietnamese Schools: From Policies to Practices

1 Faculty of Psychology and Education, Hanoi National University of Education, Hanoi, Vietnam

2 Institute for Educational Research, Hanoi National University of Education, Hanoi, Vietnam

3 Faculty of Primary Education, Hanoi National University of Education, Hanoi, Vietnam

• Conferences
• Special Issues
• Google Scholar
• VIRAL HEPATITIS CONGRESS
• JournalTOCs

Help & Contacts

• Questionnaire

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

The scientific attitude and science education: A critical reappraisal

1982, Science Education

Related Papers

Science & Education

Colin Gauld

ranganath a

Science Education

Anita Rampal

Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today&#x27;s post-academic science differs from academic science in the past, making the history of academic science irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan&#x27;s and Ehrenhaft&#x27;s ``Battle over the electron&#x27;&#x27;.

Richard Gunstone , Dorothy Smith

We report on findings from a qualitative study of Australian scientists whose work brings them into contact with the public. This research sought to understand how a school science curriculum could better represent the work of scientists today. We discuss the views expressed by our participant scientists about the importance of openness and open-mindedness in their work, including their engagement with the public. They described openness as an important characteristic of science. Our participants also see open-mindedness on the part of both scientists and members of the public as important for productive relationships. They see the development of such relationships as an essential facet of their work. The views expressed by these scientists provide a provocative insight into the ways in which contemporary scientists see their work and relationships with their communities. Their perspectives have important implications for approaches to teaching science in schools.

William Carlsen , Gregory Kelly

Science Education - SCI EDUC

Renato Schibeci

Journal of Research in Science Teaching

Mansoor Niaz

The Journal of Higher Education

Melissa Anderson , Emily Ronning

Eurasia Journal of Mathematics Science and Technology Education

Yalcin Yalaki

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Social science information

Andrea Cerroni

Warren Schmaus

Research in Science Education

Cédric Paternotte , Milena Ivanova

International Journal of Scientific Research in Science and Technology IJSRST

Eurasia J Math Sci Technol Educ

Mark C Lay , Neil Taylor

Interchange

Vinoy Paykatt

Instructional Science

History and philosophy in science teaching

Venkateswaran TV

Science and Education

michael matthews

International Handbook of Research in History, Philosophy and Science Teaching, (Ed.) M. Matthews. Springer, 2014, pp. 999-1022.

Robert Nola , Gurol Irzik

Nathaniel Warne

International Journal of Science and Mathematics Education

Ornit Spektor-Levy

Journal of Education and Learning (EduLearn)

Theory and Society

Ralph Kilmann

Journal of Education and Practice

Utibe Ataha

Stephen Rowcliffe

International Journal of Science Education

Derek Hodson

David Mercer

Critical Quarterly

Heather Douglas

Interdisciplinary Journal of Environmental and Science Education

Moheeta Khan

Instructional Science an International Journal of Learning and Cognition

Athenea Digital

Margot Pujal Llombart

Nauka i društvo

Maja Korolija

Revista Cientifica

Shondra E. Wygal

Evaluation and Program Planning

Jackson Kytle

Ethical Issues in Science Communication: A Theory-Based Approach

Brent Ranalli

Christopher Lozano

Educational Psychology Review

Tonie Stolberg

Yggdrasil: The Journal of Paraphysics, Vol. 1, Issue 1, Winter Solstice 1996

James (Jim) E Beichler

Joachim Allgaier

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024