Authors
Jonathan Osborne, Sue Collins, Mary Ratcliffe, Robin Millar, Rick Duschl
Publication date
2003/9
Journal
Journal of research in science teaching
Volume
40
Issue
7
Pages
692-720
Publisher
Wiley Subscription Services, Inc., A Wiley Company
Description
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. Hence, this study sought to determine empirically the extent of any consensus using a three stage Delphi questionnaire with 23 participants drawn from the communities of leading and acknowledged international experts of science educators; scientists; historians, philosophers, and sociologists of science; experts engaged in work to improve the public understanding of science; and expert science teachers. The outcome of the research was a set of nine themes …
Total citations
Scholar articles
J Osborne, S Collins, M Ratcliffe, R Millar, R Duschl - Journal of research in science teaching, 2003