Contextualizing Nature of Science Instruction in Socioscientific Issues

2012 ◽  
Vol 34 (15) ◽  
pp. 2289-2315 ◽  
Author(s):  
Jennifer Lynne Eastwood ◽  
Troy D. Sadler ◽  
Dana L. Zeidler ◽  
Anna Lewis ◽  
Leila Amiri ◽  
...  
Keyword(s):  
Nature Of Science ◽  
Science Instruction ◽  
Socioscientific Issues

scholarly journals Writing, Acting and Engaging in Socioscientific Controversies as a Way to Learn about the Nature of Sciences

2018 ◽  
pp. 146
Author(s):  
Bernardo J. Oliveira ◽  
Marina A. Fonseca ◽  
Verona Campos Segantini
Keyword(s):  
Critical Thinking ◽  
Graduate Students ◽  
Nature Of Science ◽  
Socioscientific Issues ◽  
Relevant Information ◽  
Historical Research ◽  
Home Videos ◽  
The Way

This article presents a methodology to teach about the nature of sciences and their histories through the construction of controversial dialogs in order to promote reflective and engaging practices among undergraduate and graduate students.  This proposal seeks to establish the study’s guidelines and organize the distribution of tasks in groups to draft scripts of dialogs that bring relevant information and that produce antagonistic positions on controversial socioscientific issues. This information will later be recorded in short home videos of 5 to 10 minutes each, which will then be shown and discussed in the classroom. Finally, this article highlights some limitations of this methodology, primarily in the way it has been used in this study. By contrast, the advantages of its use are pinpointed as a didactic strategy that serves to stimulate historical research and critical thinking regarding the nature of science and its sociotechnical relations. 

scholarly journals Teaching Climate Science to Increase Understanding & Receptivity

2019 ◽  
Vol 81 (5) ◽  
pp. 308-316
Author(s):  
Elizabeth Watts
Keyword(s):  
Climate Change ◽  
Risk Management ◽  
Science Education ◽  
Nature Of Science ◽  
Human Activity ◽  
Science Instruction ◽  
Climate Science ◽  
High Quality

Only about half of Americans are convinced that human activity is the major cause of climate change. This statistic highlights the increased need for high-quality climate science education but also highlights the fact that lessons on this subject are often complicated as denial argumentation abounds in classrooms. In order to achieve greater efficacy of and receptivity to climate science instruction, I propose the inclusion of lessons on the nature of science and the reframing of lessons in terms of risk management.

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