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Evidence-based practice in Science Education (EPSE). Teaching pupils ‘ideas- about-science’: clarifying learning goals and improving pupil performance.

Evidence-based practice in Science Education (EPSE). Teaching pupils ‘ideas- about-science’: clarifying learning goals and improving pupil performance.
Evidence-based practice in Science Education (EPSE). Teaching pupils ‘ideas- about-science’: clarifying learning goals and improving pupil performance.
Recent arguments propose that school science should pay more attention to teaching epistemic aspects of science. However, unlike the content of science, little is known about the extent of consensus within the science education community on which ‘ideas-about-science’ are essential elements of the science curriculum. This study sought to answer this issue empirically using a three stage Delphi process using 23 participants drawn from a community of leading and acknowledged experts in science education; science; history, philosophy and sociology of science; science teaching; and public understanding of science. The outcome was a set of 18 highly rated themes about the nature of science, for which 9 had very strong support. Together with extensive comments provided by the participants these data give some measure of the existing consensus in the community engaged in science communication about what should be taught about science. The second phase of the research investigates the extent to which these themes can be explicitly taught.
science education, science curriculum, nature of science
Ratcliffe, Mary
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Osborne, Jonathan
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Collins, Sue
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Millar, Robin
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Duschl, Rick
cb2eac97-d5dc-40f0-9d1f-43d25cdc7839
Ratcliffe, Mary
23eb1e68-67a1-4b73-ad0e-925dcb12e5e8
Osborne, Jonathan
15b1de29-6239-42c4-b0dc-426450721b9a
Collins, Sue
ebea7bb4-ed87-426c-8d01-1c3983cea7b5
Millar, Robin
b8f620e5-a2d4-4f3c-8451-e85f775ef257
Duschl, Rick
cb2eac97-d5dc-40f0-9d1f-43d25cdc7839

Ratcliffe, Mary, Osborne, Jonathan, Collins, Sue, Millar, Robin and Duschl, Rick (2001) Evidence-based practice in Science Education (EPSE). Teaching pupils ‘ideas- about-science’: clarifying learning goals and improving pupil performance. European Science Education Research Association Conference 2001. 21 - 26 Aug 2001.

Record type: Conference or Workshop Item (Paper)

Abstract

Recent arguments propose that school science should pay more attention to teaching epistemic aspects of science. However, unlike the content of science, little is known about the extent of consensus within the science education community on which ‘ideas-about-science’ are essential elements of the science curriculum. This study sought to answer this issue empirically using a three stage Delphi process using 23 participants drawn from a community of leading and acknowledged experts in science education; science; history, philosophy and sociology of science; science teaching; and public understanding of science. The outcome was a set of 18 highly rated themes about the nature of science, for which 9 had very strong support. Together with extensive comments provided by the participants these data give some measure of the existing consensus in the community engaged in science communication about what should be taught about science. The second phase of the research investigates the extent to which these themes can be explicitly taught.

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Published date: August 2001
Venue - Dates: European Science Education Research Association Conference 2001, 2001-08-21 - 2001-08-26
Keywords: science education, science curriculum, nature of science

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Local EPrints ID: 58277
URI: https://eprints.soton.ac.uk/id/eprint/58277
PURE UUID: 9bc37849-bc48-4d09-883d-59d2e44aed09

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Date deposited: 15 Aug 2008
Last modified: 13 Mar 2019 20:32

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