TY - JOUR
T1 - From Science Studies to Scientific Literacy
T2 - A View from the Classroom
AU - Allchin, Douglas
N1 - Publisher Copyright:
© 2014, Springer Science+Business Media Dordrecht.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.
AB - The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.
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U2 - 10.1007/s11191-013-9672-8
DO - 10.1007/s11191-013-9672-8
M3 - Article
AN - SCOPUS:84891359752
SN - 0926-7220
VL - 23
SP - 1911
EP - 1932
JO - Science and Education
JF - Science and Education
IS - 9
ER -