What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Tóm tắt
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes encapsulating key ideas about the nature of science for which there was consensus and which were considered to be an essential component of school science curriculum. Together with extensive comments provided by the participants, these data give some measure of the existing level of agreement in the community engaged in science education and science communication about the salient features of a vulgarized account of the nature of science. Although some of the themes are already a feature of existing school science curricula, many others are not. The findings of this research, therefore, challenge (a) whether the picture of science represented in the school science curriculum is sufficiently comprehensive, and (b) whether there balance in the curriculum between teaching about the content of science and the nature of science is appropriate. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 692–720, 2003
Từ khóa
Tài liệu tham khảo
American Association for the Advancement of Science (AAAS), 1989, Project 2061: Science for all Americans
American Association for the Advancement of Science, 1993, Benchmarks for scientific literacy
American Association for the Advancement of Science, 1998, Blueprints for reform: Science, mathematics and technology education
Bartholomew H. Osborne J.F. &Ratcliffe M.(2002 April).Teaching pupils “ideas‐about‐science”: Case studies from the classroom. Paper presented at the 75th International Conference of the National Association for Research in Science Teaching New Orleans. Available on‐line:http://www.york.ac.uk/depts/educ/projs/Publications.html
Brooks K.W., 1979, Delphi techniques: Expanding applications, North Central Association Quarterly, 53, 377
Claxton G., 1991, Educating the enquiring mind: The challenge for school science
Cochran S.W., 1983, The Delphi method: Formulating and refining group judgements, Journal of the Human Sciences, 2, 111
Collins H., 1993, The Golem: What everyone should know about science
Cotham J.C.(1979).The development validation and application of an instrument to assess teachers' understanding of philosophic aspects of scientific theories. Unpublished dissertation Michigan State University East Lansing Michigan.
Cyphert F.R., 1971, The Delphi technique: A case study, Phi Delta Kappan, 52, 272
Delbecq A.L., 1975, Group techniques for program planning
Department for Education and Employment, 1999, Science in the national curriculum
Doyle C.S., 1993, The Delphi Method as a qualitative assessment tool for development of outcome measures for information literacy, School Library Media Annual, 11, 132
Driver R., 1996, Young people's images of science
Fish S., 1996, Professor Sokal's bad joke, 23
Fuller S., 1997, Science
Giere R., 1991, Understanding scientific reasoning
Gott R.&Johnson P.(1996 April).Children's use of evidence in science investigations: What are the implications for science education?Paper presented at the annual meeting of the American Educational Research Association New York.
Gregory B., 1988, Inventing reality: Physics as language
Gross A.G., 1996, The rhetoric of science
Gross P., 1994, Higher superstition: The academic left and its quarrels with science
Hacking I., 2001, The social construction of what?
Haraway D., 1989, Primate visions: Gender, race and nature in the world of modern science
Harding S., 1991, Whose science? Whose knowledge?
Häussler P., 1980, Education in physics for today and tomorrow
Irwin A., 1995, Citizen science
Jenkins E., 1997, Science today: Problem or crisis?, 137
Judd R.C.(1971).Delphi decision methods in higher education administration. Paper presented at the 12th American Meeting of the Institute of Management Sciences Detroit.
Kuhn T.E., 1962, The structure of scientific revolutions
Latour B., 1985, Science in action: How to follow scientists and engineers through society
Latour B., 1986, Laboratory life: The construction of scientific facts
Lederman N., 1998, The nature of science in science education: Rationales and strategies, 331
Matthews M., 1995, Constructivism and New Zealand science education
McComas W.F., 1998, The nature of science in science education: Rationales and strategies, 41
Millar R., 1996, Towards a science curriculum for public understanding, School Science Review, 77, 7
Millar R., 1998, Beyond 2000: Science education for the future
Montgomery S.L., 1996, The scientific voice
Murray J.W., 1995, Delphi: A versatile methodology for conducting qualitative research, Review of Higher Education, 18, 423, 10.1353/rhe.1995.0008
National Academy of Science, 1995, National science education standards
Osborne J.F., 2000, Pupils' and parents' views of the school science curriculum
Osborne J.F., 1996, Attitudes to science: A review of research and proposals for studies to inform policy relating to uptake of science
Osborne J.F., 2001, What should we teach about science? A Delphi study
Ruse M., 1999, Mystery of mysteries
Scientific Literacy Research Center, 1967, Wisconsin Inventory of Science Processes
Sokal A., 1998, Intellectual impostures: Postmodern philosophers' abuse of science
Sokal A.D., 1996, Transgressing the boundaries—towards a transformative hermeneutics of quantum gravity, Social Text, 14, 46
Taylor C., 1996, Defining science: A rhetoric of demarcation
Tobin K., 1993, The practice of constructivism in science education, 3
Watson R., 1998, ASE guide to secondary science education, 84
Whitman N.I., 1990, The Delphi technique as an alternative for committee meetings, Journal of Nursing Education, 29, 377, 10.3928/0148-4834-19901001-13