Science & Education最新文献

{"title":"Critical Rationalism and Trust in Science","authors":"Adam Chmielewski","doi":"10.1007/s11191-021-00317-9","DOIUrl":"10.1007/s11191-021-00317-9","url":null,"abstract":"<div><p>In this paper, I consider whether the critical rationalist philosophy of science may provide a rationale for trusting scientific knowledge. In the first part, I refer to several insights of Karl Popper’s social and political philosophy in order to see whether they may be of help in offsetting the distrust of science spawned by the COVID-19 pandemic. In the second part, I address the more general issue of whether the theoretical principles of the critical rationalist philosophy of science may afford a foundation for building trust in science. Both parts of the discussion, confined for the sake of the argument largely to the repudiation of the concept of good reasons for considering a theory to be true, imply that this question would have to be answered negatively. Against this, I argue that such a conclusion is based on a misconception of the nature of scientific knowledge: critical rationalism views science as a cognitive regime which calls for bold theories and at the same time demands a rigorous and continuous distrust towards them, and it is precisely this attitude that should be adopted as a compelling argument for trusting science.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 6","pages":"1671 - 1690"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00317-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4784818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quantification in Empirical Activity","authors":"Eve Manz,&nbsp;Betsy Beckert","doi":"10.1007/s11191-021-00301-3","DOIUrl":"10.1007/s11191-021-00301-3","url":null,"abstract":"<div><p>Changing where, when, and how objects are studied is central to lab-based science (Knorr Cetina, 1999). Science involves changing the scale of objects—particularly scales of size, time, and intensity—from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and re-scaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sense-making and conceptual progress. We describe two instantiations of an investigation into heating and cooling, showing that 7- and 8-year-old students oriented to gaps and ambiguities related to temperature and that the redesign supported children and teachers to take up temperature for productive sense-making and conceptual progress. We examine opportunities for quantification across the heating and cooling investigation and a second investigation into landforms. This work has implications for supporting quantification in science activity in the early grades and using empirical investigations as opportunities for sense-making.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 2","pages":"447 - 480"},"PeriodicalIF":0.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4073323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Committed Objectivity of Science and the Importance of Scientific Knowledge in Ethical and Political Education","authors":"Newton Duarte,&nbsp;Luciana Massi,&nbsp;Lucas André Teixeira","doi":"10.1007/s11191-021-00302-2","DOIUrl":"10.1007/s11191-021-00302-2","url":null,"abstract":"<div><h2>Abstract\u0000</h2><div><p>Despite advances in discussions about the nature of science, there is still a paucity of discussion on the ontological dimension of science in science education research that makes it difficult to defend its content and teaching. In this article, the reasons for trusting science and science education are analyzed through three arguments. The first is that both the belligerent obscurantism and fake news of the ultra-right and the postmodern relativism of sections of the leftwing are connected to objective movements from the capitalist socioeconomic reality. The reestablishment of trust in science and its teaching requires an effort to understand the contemporary social contradictions, problems, and challenges. The second argument is that scientific knowledge does not need to abdicate objectivity in order to ground ethical and political positions. The third argument is that the socialization of scientific knowledge through school education is a necessary, albeit insufficient, condition for the ethical–political education of younger generations. The article concludes by stating that it is necessary to overcome the choice between an education that is supposedly neutral in political and ideological terms and an education that rejects the socialization of scientific knowledge in the name of respecting the multiplicity of culturally rooted voices from within the different oppressed groups present in today’s society.</p></div></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 6","pages":"1629 - 1649"},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00302-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"5168215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Did Darwin Prefer His Tea?","authors":"Georgios Ampatzidis,&nbsp;Marida Ergazaki","doi":"10.1007/s11191-021-00305-z","DOIUrl":"10.1007/s11191-021-00305-z","url":null,"abstract":"<div><p>Nature of science (NOS) is considered an important component of scientific literacy. Supporting students to develop a comprehensive NOS understanding is one of the most commonly described objectives within science education. Moreover, history of science can arguably provide a good context for NOS teaching and learning; it has been suggested that using historical contexts to introduce general NOS aspects in an explicit, systematic way can enhance students’ understanding about NOS. This paper has to do with a research project concerned with the creation of historical narratives that draw specifically on the history of the idea of the Balance of Nature (BON)—a persistent, socio-culturally originated idea that implies a predetermined order and stability in the natural world—in order to support university students to better understand some general NOS aspects. In particular, we report on our narrative entitled “Tea for two” which sets focus on the socio-cultural embeddedness of science. More specifically, we (a) give an overview of what we drew upon in order to create “Tea for two” (the BON-idea history and the types of historical narratives for educational use), (b) highlight the historical background of “Tea for two” and present the narrative itself, (c) discuss “Tea for two” in terms of its essential features and the strategies we considered, and (d) make some final remarks.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 1","pages":"37 - 56"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4980230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Long-Lasting Conceptual Change in Science Education","authors":"Xiaoshan Li,&nbsp;Yanyan Li,&nbsp;Wenjing Wang","doi":"10.1007/s11191-021-00288-x","DOIUrl":"10.1007/s11191-021-00288-x","url":null,"abstract":"<div><p>Meaningful learning for conceptual change in science education should aim to help students change their existing misconceptions to develop an accurate understanding of scientific concepts. Although collaborative argumentation is assumed to support such processes, its value for conceptual change is unclear. Moreover, the roles of argumentative dialogue should be considered in studies on collaborative argumentation. In the present study, using a controlled experiment, we examined the value of collaborative argumentation for conceptual change in science education while fully considering the roles of argumentative dialogue. Twenty-three postgraduate students were each allocated to one of two conditions (individual argumentation [control group] and collaborative argumentation [experimental group]) and participated in two argumentation activities. The results revealed that collaborative argumentation had a delayed but long-lasting effect on conceptual change in science education (i.e., conceptual change induced by collaborative argumentation did not immediately indicate a significant improvement at the moments of argumentation but showed a significant improvement during the delay period). Collaborative argumentation provided opportunities for change in cognitive, ontological, intentional, and other aspects of learning. Dialogue protocol analysis revealed that long-lasting conceptual change was associated with a U-shaped pattern of argumentative dialogue (i.e., two high and one low: both deliberative argumentation and co-consensual construction frequently occurred, while disputative argumentation rarely occurred) in collaborative argumentation. A third argumentation activity was then conducted to confirm this unexpected finding. The results confirmed an association between long-lasting conceptual change and a U-shaped pattern of argumentative dialogue in collaborative argumentation. The current study sheds light on the value of collaborative argumentation for long-lasting conceptual change, deepening our understanding of whether conceptual gains from argumentation activities were contingent on a particular type of verbal dialogue powered by collaborative argumentation. Implications for science education were discussed.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"32 1","pages":"123 - 168"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00288-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4658390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Science as a Process, Not a Set of Facts","authors":"Gunilla Öberg,&nbsp;Alice Campbell,&nbsp;Joanne Fox,&nbsp;Marcia Graves,&nbsp;Tara Ivanochko,&nbsp;Linda Matsuchi,&nbsp;Isobel Mouat,&nbsp;Ashley Welsh","doi":"10.1007/s11191-021-00253-8","DOIUrl":"10.1007/s11191-021-00253-8","url":null,"abstract":"<div><p>The widespread misperception of science as a deliverer of irrefutable facts, rather than a deliberative process, is undermining public trust in science. Science education therefore needs to better support students’ understanding of the central role that disputes play in the scientific process. Successfully incorporating scientific disputes into science education is, however, challenging. The aim of this paper is to identify course components and design features that develop undergraduate students’ abilities to write a logically coherent argument that is supported by evidence. First, we assessed student essays from a course that had gone through a major revision aimed at strengthening students’ reasoning skills. When comparing pre- and post-revision essays, we found substantial, and significant, improvements across the assessment criteria. We then elicited oral and written feedback from instructors who taught the course pre- and post-revision. We identified several changes that instructors felt most impacted students’ reasoning skills, most importantly: streamlining of learning outcomes and course content emphasizing argumentation skills; stronger scaffolding and better utilized peer review; and more detailed rubrics that specifically reference learning outcomes and course content. The study illustrates the power of iterative course revisions that incorporate findings from published research and instructors’ reflections on teaching practices as a way to strengthen student learning.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"787 - 817"},"PeriodicalIF":0.0,"publicationDate":"2021-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00253-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4911437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Character of Science and Its Connection to Epistemic Reliability","authors":"Natalia Fernández,&nbsp;Federico Benitez,&nbsp;Diego Romero-Maltrana","doi":"10.1007/s11191-021-00290-3","DOIUrl":"10.1007/s11191-021-00290-3","url":null,"abstract":"<div><p>Scientific research is a human endeavour, performed by communities of people. Disproportionate focus on only some of the features related to this obvious fact has been used to discredit the reliability of scientific knowledge and to relativize its value when compared with knowledge stemming from other sources. This epistemic relativism is widespread nowadays and is arguably dangerous for our collective future, as the threat of climate change and its denialism clearly shows. In this work, we argue that even though the social character of science is indeed real, it does not entail epistemic relativism with respect to scientific knowledge, but quite the opposite, as there are several characteristic behaviours of this specific human community that were built to increase the reliability of scientific outputs. Crucially, we believe that present-day scientific education is lacking in the description and analysis of these particularities of the scientific community as a social group and that further investing in this area could greatly improve the possibilities of critical analysis of the often very technical issues that the citizens and future citizens of our modern societies have to confront.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 6","pages":"1429 - 1448"},"PeriodicalIF":0.0,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00290-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4881080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integration of the Topic of Social Justice into High School Biology Curricula","authors":"David Upegui,&nbsp;Julie Coiro,&nbsp;Stefan Battle,&nbsp;Rudolf Kraus,&nbsp;David Fastovsky","doi":"10.1007/s11191-021-00287-y","DOIUrl":"10.1007/s11191-021-00287-y","url":null,"abstract":"<div><p>Systemic oppression includes inequitable education that historically does not fully prepare students for comprehensive participation in society. The tools of science education, however, uniquely enable students to explore social inequities as well as the natural world. Thus, a role of education can be to embed social justice in science curricula. Presented here are three case studies that investigate pedagogical methods used by experienced teachers to integrate social justice into upper level high-school biology curricula. Two separate semi-constructed interviews were conducted with participants, along with an analysis of their pedagogical materials. Two main themes are identified and explored: (1) delivery methods (pedagogy) and (2) biological science content. Storytelling and culturally responsive pedagogy were reported to be highly effective in engaging students; using these vehicles for delivery, social justice content can be seamlessly introduced alongside organic evolution. This embedded exploratory multiple-case study serves as an example of how science education can become a tool for student empowerment.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 4","pages":"923 - 941"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00287-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4479701","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"South African Grade 12 Science Students’ Understandings of Scientific Inquiry","authors":"Mafor Penn,&nbsp;Umesh Ramnarain","doi":"10.1007/s11191-021-00259-2","DOIUrl":"10.1007/s11191-021-00259-2","url":null,"abstract":"<div><p>The ability to do inquiry does not necessarily translate to understandings about scientific inquiry or the processes by which scientific knowledge is generated. The study reported in this paper focuses on what students know about scientific inquiry and what impact school science may have on this knowledge. We investigated grade 12 physical and life sciences students’ understandings about eight core aspects of the nature of scientific inquiry (NOSI) at a diversity of high schools in South Africa. Data were collected in two phases. In phase 1, the Views About Scientific Inquiry (VASI) questionnaire was administered to 203 grade 12 students from six schools across different socio-economic spectra (township, former model c and independent schools). Phase 2 constituted follow-up semi-structured interviews with 20% of the questionnaire respondents (<i>n</i> = 41). The findings revealed that grade 12 students held mostly naïve and mixed understandings about the NOSI. Though observed differences indicated that students at elite independent schools held more informed views than students at suburban and township schools, chi-square test of association (<i>X</i>²) for different school types showed a statistically significant difference in students’ understandings only for one NOSI aspect. This finding was regarded as being insignificant to make claims of differences in students’ NOSI understandings for the different school types. The implications of these findings and future directions for research are also discussed.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"635 - 656"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00259-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4274726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spanish Science Teacher Educators’ Preparation, Experiences, and Views About Nature of Science in Science Education","authors":"Antonio García-Carmona","doi":"10.1007/s11191-021-00263-6","DOIUrl":"10.1007/s11191-021-00263-6","url":null,"abstract":"<div><p>The obstacles and difficulties that science teachers face when teaching the nature of science (NOS) are well-known. Nonetheless, little is known of what science teacher educators (STEs) know, do, and think about this issue. Thus, a study with 142 Spanish STEs was conducted. This was aimed at analysing (<i>i</i>) what preparation the STEs have to teach NOS, (<i>ii</i>) what educational experience they have about NOS, (<i>iii</i>) what importance they give to NOS in their training plans, (<i>iv</i>) when NOS should be taught, (<i>v</i>) how to integrate NOS in science education, (<i>vi</i>) how to teach NOS, (<i>vii</i>) what to teach about NOS, and (<i>viii</i>) the influences interconnecting the STEs’ preparation, experience, and opinions regarding NOS teaching. Among the results, it was found that most STEs state that they have ample knowledge of NOS, are well prepared pedagogically to teach it, and have extensive experience in teaching it. However, there was some mismatch between their stated preparation and their experience teaching NOS. In addition, they think that NOS should be taught from early ages and be treated as cross-cutting content in science education. They also consider that, when teaching NOS, an implicit approach is just as effective as an explicit-reflective one. As for their selection of NOS content to include, they are fundamentally divided into two groups — those who select only epistemic aspects of NOS and those who select a balanced proportion of both epistemic and non-epistemic aspects. The limitations of the study are reported along with the issues that require further research.</p></div>","PeriodicalId":56374,"journal":{"name":"Science & Education","volume":"31 3","pages":"685 - 711"},"PeriodicalIF":0.0,"publicationDate":"2021-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s11191-021-00263-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"4667084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}