The rationality of science, critical thinking, and science education

The sudden shift to distance learning caused by the COVID-19 virus emergency has posed a serious challenge to schools. This article presents a successful model for applying the STEM approach in science education at the Alexander Georgiev-Kodzhakafaliyata Primary School in Burgas. In the conditions of synchronous distance learning in MS Teams environment, students conduct experiments with handy tools and materials at home, during online classes or as homework assignments, then describe the experiments in presentations and share them with their classmates during the project week ( April holidays and at the end of the year). The application of STEM home laboratory combines knowledge from different disciplines, diversifies and facilitates learning, enables learning by doing things, which most stimulates the curiosity of students. Thus, they casually acquire skills for planning and conducting a scientific experiment, generating hypotheses and reasoning, measuring results and formulating conclusions. At the same time, soft skills for teamwork, creative and critical thinking, presentation skills are formed and upgraded.

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Students’ and teachers’ critical thinking in science education: are they related to each other and with physics achievement?

Research in Science & Technological Education ◽

10.1080/02635143.2021.1944078 ◽

2021 ◽

pp. 1-25

Author(s):

Xin Ma ◽

Yin Zhang ◽

Xingkai Luo

Keyword(s):

Science Education ◽

Critical Thinking

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Notice of Retraction: Science Education and Fostering of Critical Thinking in China

2009 Second International Conference on Education Technology and Training ◽

10.1109/ett.2009.25 ◽

2009 ◽

Author(s):

Cuilan Qiao

Keyword(s):

Science Education ◽

Critical Thinking

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Research in Food Science Education: Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries

Journal of Food Science Education ◽

10.1111/j.1541-4329.2010.00100.x ◽

2010 ◽

Vol 9 (3) ◽

pp. 68-75 ◽

Cited By ~ 12

Author(s):

Wayne T. Iwaoka ◽

Yong Li ◽

Walter Y. Rhee

Keyword(s):

Science Education ◽

Critical Thinking ◽

Test Problem ◽

Problem Based Learning ◽

Human Nutrition ◽

Learning Activities ◽

Food Science ◽

Journal Entries

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The environment and politics in science education: the case of teaching fracking

Cultural Studies of Science Education ◽

10.1007/s11422-021-10017-z ◽

2021 ◽

Author(s):

Lynda Dunlop ◽

Lucy Atkinson ◽

Maria Turkenburg-van Diepen

Keyword(s):

High School ◽

Science Education ◽

Critical Thinking ◽

Young People ◽

Hydraulic Fracturing ◽

Environmental Issues ◽

School Science ◽

Research Literature ◽

High School Science ◽

Illustrative Case

AbstractHydraulic fracturing (‘fracking’), like other complex social and environmental issues, is a controversy about science which raises educational questions about how best to prepare young people to understand, respond to and, where necessary, act (or not) in response. It raises political questions. We present a state-of-the-art review of research literature on fracking and education using systematic strategies, with a view to finding out how it is framed in educational situations and how politics enters the science classroom. This serves as an illustrative case of how contested scientific and technological interventions with implications for the environment and society are treated in school science. The review is supplemented by interviews with 10 teachers of science and engineering working in schools or colleges near sites of operational exploratory fracking. We find that the research literature on teaching hydraulic fracturing is sparse, with only 25 studies relating to teaching and learning about fracking. Few studies (n = 7) relate to high school education. Where it features in science education, fracking is used as a context for interdisciplinarity and critical thinking, and lends itself to approaches using discussion, dialogue and modelling. Outcomes from fracking education range include knowledge gains and critical thinking. Teachers interviewed tended not to see a place for fracking in the curriculum or in the classroom and were averse to including politics in upper high school science education. Our analysis suggests depoliticization through absence of this specific complex environmental issue from the public (education) sphere, reinforced by the desire for ‘balance’ in high school science education and instrumental approaches to science education which prioritize assessed learning outcomes. Dealing with complex social and environmental issues such as hydraulic fracturing in the years of compulsory science schooling is necessary because scientific knowledge is necessary but not sufficient to prepare young people for the critical scientific literacy required to meet sustainable development goals. There is a need to assess and respond to the educational needs of local communities affected by industrial interventions such as fracking. These findings are likely to be relatable to other issues where there are local and global consequences of action or inaction and where the environment and health are pitted against economic and energy demands.

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O problema da racionalidade da ciência no século XX e as implicações para um ensino crítico e reflexivo da ciência

História da Ciência e Ensino construindo interfaces ◽

10.23925/2178-2911.2017v15p29-40 ◽

2017 ◽

Vol 15 ◽

pp. 29

Author(s):

Letícia Lenzi

Keyword(s):

Twentieth Century ◽

Science Education ◽

Nature Of Science ◽

Thomas Kuhn ◽

Science Technology ◽

Harsh Criticism ◽

Scientific Judgment ◽

The Relationship ◽

New Criteria ◽

Rationality Of Science

ResumoAo longo do século XX a concepção tradicional de racionalidade da ciência sofreu duras críticas, principalmente após os trabalhos de Thomas Kuhn a respeito dos critérios de evolução das teorias científicas ao longo da história. Assim, filósofos da ciência assumiram a tarefa de redefinir o que se entende por racionalidade da ciência, garantindo novos critérios para salvaguardar a consistência do juízo científico na articulação das ideias e teorias. Neste artigo, evidenciam-se essas questões para se discutir ações que possam promover uma educação científica crítica e reflexiva, contemplando a relação entre Ciência, Tecnologia e Sociedade e uma compreensão mais adequada da natureza da ciência. Palavras-chave: Racionalidade da ciência; Natureza da ciência; Educação científica. AbstractThroughout the twentieth century, the traditional conception of rationality of Science suffered harsh criticism, especially after Thomas Kuhn's work concerning the development criteria of scientific theories throughout history. Thus, philosophers of Science have assumed the task of redefining what is meant by rationality of Science, guaranteeing new criteria to safeguard the consistency of scientific judgment in the articulation of ideas and theories. In this article, these issues are highlighted to discuss actions that can promote critical and reflective scientific education, considering the relationship between Science, Technology and Society and a better understanding of the nature of Science.Keywords: Rationality of Science; Nature of Science; Science education.

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