Teaching the nature of science through scientific errors

Douglas Allchin

    Research output: Contribution to journalArticle

    42 Scopus citations

    Abstract

    Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types. Approaches using student-directed inquiry have limits, whereas guided-inquiry historical case studies seem appropriate vehicles. On a larger scale, one may also envision a prospective learning progression on successively deeper understandings of error in science. Sample case studies and opportunities for further reading are identified.

    Original languageEnglish (US)
    Pages (from-to)904-926
    Number of pages23
    JournalScience Education
    Volume96
    Issue number5
    DOIs
    StatePublished - Sep 1 2012

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