Evaluating knowledge of the nature of (whole) science

Douglas Allchin

    Research output: Contribution to journalArticlepeer-review

    212 Scopus citations

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)518-542
    Number of pages25
    JournalScience Education
    Volume95
    Issue number3
    DOIs
    StatePublished - May 1 2011

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