Critical science education requires explicit attention to philosophy of science and rival theories¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Siegel argues that a critical science education should give explicit and sustained attention to philosophical and methodological considerations underlying scientific practice, and should actively consider and compare alternative, rival theories and hypotheses rather than indoctrinate students into a reigning paradigm. → Weinstein 1989

Evidence¶

Weinstein 1989¶

Weinstein, Mark, Ed.; Oxman-Michelli, Wendy, Ed. (1989). Critical Thinking: Language and Inquiry across the Disciplines. Proceedings of the Annual Conference of the Institute for Critical Thinking (Upper Montclair, New Jersey, 1988). https://eric.ed.gov/?id=ED351305

q1 · i? · theoretical · r2

Theoretical argument in Siegel's plenary paper on science education. He holds that 'the philosophy of science should be an integral part of the science curriculum,' and rejects a Schwab-style 'rhetoric of conclusions' and a Kuhn-inspired aim of indoctrination into the reigning paradigm.

"A critical science education aims at fostering in students an understanding of the strengths and weaknesses of alternative hypotheses; that is, an understanding of the reasons -which ground our evaluations of those alternatives."

Discussion¶

Related Claims¶

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