science education policy
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2019 ◽  
Vol 57 (3) ◽  
pp. 186-189
Author(s):  
Becky Bundy ◽  
Julie Dahl ◽  
Seth Guiñals-Kupperman ◽  
Katie Martino ◽  
Jeff Hengesbach ◽  
...  






2017 ◽  
Vol 29 (1) ◽  
pp. 121-130 ◽  
Author(s):  
Sara Gottlieb ◽  
Tania Lombrozo

Can science explain romantic love, morality, and religious belief? We documented intuitive beliefs about the limits of science in explaining the human mind. We considered both epistemic evaluations (concerning whether science could possibly fully explain a given psychological phenomenon) and nonepistemic judgments (concerning whether scientific explanations for a given phenomenon would generate discomfort), and we identified factors that characterize phenomena judged to fall beyond the scope of science. Across six studies, we found that participants were more likely to judge scientific explanations for psychological phenomena to be impossible and uncomfortable when, among other factors, they support first-person, introspective access (e.g., feeling empathetic as opposed to reaching for objects), contribute to making humans exceptional (e.g., appreciating music as opposed to forgetfulness), and involve conscious will (e.g., acting immorally as opposed to having headaches). These judgments about the scope of science have implications for science education, policy, and the public reception of psychological science.





2017 ◽  
Vol 28 (1) ◽  
pp. 83-104 ◽  
Author(s):  
Jordan Mifsud ◽  
Josette Farrugia


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