Evaluating knowledge of the nature of (whole) science
Dados Bibliográficos
| ID | 5798544 |
|---|---|
| Autores | Douglas Allchin (0000-0003-4038-5155, University of Minnesota, autor correspondente) |
| Ano | 2011 |
| Volume | 95 |
| Fascículo | 3 |
| Páginas | 518-542 |
| Data de publicação | 2011-03-09 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.20432 |
| OpenAlex | W2078861360 |
| Idioma | EN |
| Citações recebidas | 150 |
| Referências citadas | 67 |
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. (c) 2011 Wiley Periodicals, Inc. Sci Ed 95: 518-542, 2011
Nature of Science · Scientific Literacy · Educational Strategies and Epistemologies · Philosophy and History of Science · Science Education and Pedagogy
Hackathon
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Contextualized Questionnaire for Investigating Conceptions of the Nature of Science
Isaac Newton and “Hidden Forces” in Universal Gravitation
Abraham Trembley (1710–1784) and the Creature That Defies Classification
Students' views of the nature of science
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Epistemic Practices and Science Education
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Two Views About Explicitly Teaching Nature of Science
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Reconceptualizing the Nature of Science for Science Education
Contributions of the Family Resemblance Approach to Nature of Science in Science Education
Complementary Approaches to Teaching Nature of Science
New Directions for Nature of Science Research
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
The Public's Bounded Understanding of Science
The impact of research process presentations on secondary school student’s perception of scientific credibility and tentativeness
Unveiling the explanatory problem in nature of science research
Mediating sexuality as lived biology in science teacher education
Science education’s responses to misinformation
Acquisition and Retention of Nature of Science Understandings
Going Forward
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science
Caracterización de concepciones sobre Naturaleza de la Ciencia en profesores de preescolar
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Explicating explicit reflection in nature of science education
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Bridging Laboratory Inquiry and History of Science
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Óptica dos corpos em movimento de Fresnel sob a visão do realismo estrutural
Análise de aspectos de natureza da ciência na minissérie Chernobyl e considerações sobre o uso da minissérie no ensino de ciências
História da ciência para o ensino de física nos livros didáticos do ensino médio
Test zur Einschätzung wissenschaftlicher Widersprüche (Tewi)
Argumentation and scientific consensus-building
Comparing learners’ conceptions of natural and educational scientists
Early years education teachers’ perceptions of nature of science
Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention
Promoting preservice teachers’ global citizenship and contextualised NOS views through role-play activities integrated into place-based SSI instruction on climate issues
Nature of science in students’ discussions on disagreement between scientists following a narrative about health effects of the Fukushima Daiichi accident
Advancing students’ NOS understanding
Fifth-grade students’ understanding of social-institutional aspects of science
Effectiveness of a contextualised and integrated approach to improving and retaining preservice teachers’ views of the nature of science
Exploring the representation of the nature of science across disciplines
Shifting away from global trends? Examining the representation of the nature of science in the Flemish curriculum in an international policy context
When Nature of Science Meets Quantum Physics
Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education
New Histories of Science as a Starting Point for a New Science Education
The non-epistemic dimension, at last a key component in mainstream theoretical approaches to teaching the nature of science
Investigating Student Nature of Science Views as Reflections of Authentic Science
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
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History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers
(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices
Pre-service Chemistry Teachers’ Views about the Tentative and Durable Nature of Scientific Knowledge
Distinguishing Nature of Science Beliefs, Knowledge and Understandings
S + T + M = E as a Convergent Model for the Nature of STEM
Students’ Views of Nature of Science
Theoretical Suggestions for the Nature of Integrated STEM Education
Presence and Absence of Social-Institutional Dimensions of Science in Secondary Education
Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
The Impact of a Woman Role Model on Students’ Understanding of NOS and Motivation to do Science
Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards
The Value of the Philosophy of Science in Senior High School Science Education from the Perspective of the Nature of Science
Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education
Must Introductory Genetics Start with Mendel
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Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues
Innovative Evaluation of Pre-Service Science Teachers’ Nature of Science-Based Activity Practices and Their Integration with Science Subjects
Chinese Grades 1–9 Students’ Views of the Nature of Science
Rosalind Franklin and the Discovery of the Structure of DNA
Challenging the “Science from nowhere” perspective in the classroom
Analyzing the Nature of Science
Elaborating Nature of Engineering Through Family Resemblance Approach
Korean In-service Science Teachers’ Perceptions of NOS
Using Children’s Literature in the Middle School Science Class to Teach Nature of Science
Historical Networks in Science Education
Learning Science in Context
Exploring the Nature of Science Conceptions of University Science Professors Using the Family Resemblance Framework
Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches
Improving Students’ Conceptions of Nature of Science
Epistemic and Political Confrontations Around the Public Policies to Fight Covid-19 Pandemic
The Intersection Between Social-Institutional Aspects of Nature of Science and Social Justice in Natural History Museum Exhibitions
The Effectiveness of the Interactive Book Reading on Primary School Students’ Images of Scientists
Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science
Investigating Prospective Elementary Teachers’ Views of Nature of Science in a Philippine Teacher Education Institution
The Development of Nature of Science Understandings Questionnaire within Associated Approaches
Turkish Science Teachers’ Views on Nature of Science
Examining the Articulation of Nature of Science in Biology Textbooks for Grades 1–12
Analysing the Nature of Science in the Brazilian Common Core Curriculum
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
Nature of Science in Norway’s Recent Curricula Reform
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Promoting Young Learners’ NOS Views Through Place-Based SSI Instruction
An Explicit and Reflective Approach to Teaching Nature of Science in a Course-Based Undergraduate Research Experience
Beyond Hypothesis Testing
Science as Social Knowledge
The Neglect of Experiment
How the Cold War Transformed Philosophy of Science
The Great Devonian Controversy
Re-Engineering Philosophy for Limited Beings
The Role of Trust in Knowledge
Developing views of nature of science in an authentic context
The development of epistemological understanding
Scientific literacy for citizenship
Views of nature of science questionnaire
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Influence of explicit and reflective versus implicit inquiry‐oriented instruction on sixth graders' views of nature of science
Confirmation Bias
Representing and Intervening
University Students' Interpretation of Media Reports of Science and its Relationship to Background Knowledge, Interest, and Reading Difficulty
Social Empiricism
Towards Scientific Literacy
Knowledge in a Social World
Recombinant regulation
The Undecidable Grounds of Scientific Expertise
Do We See Through a Social Microscope
Goldberger's War
The Mangle of Practice
| Obras citantes distintas | 150 |
|---|---|
| Citações por ano | 10 |
| Intervalo de citações | 2011 - 2026 (16) |
| Velocidade de citação | current |
| Altamente citado | Sim |
| Tipos de citação | Neutras: 150 |