Beyond Processes

Millar, Robin; Driver, Rosalind

doi:10.1080/03057268708559938

Cited by 257 publications

(151 citation statements)

References 27 publications

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“…On the other hand, some pupils might consider any science textbook-knowledge more objective than it ought to be -and "true" in an absolute sense. Many current health issues which are highlighted in the press are often typical examples of "science-in-the-making" (Millar & Driver, 1987;Pettersen, 2005a) or frontier science (Bauer, 1994). Pupils might, therefore, be poorly prepared when media print stories about scientists who give conflicting answers to the same research questions (Bringle & Gaskell, 1994;Kolstø, 2001).…”

Section: Critical Evaluation Of Highly Scientific Deficient Health Nementioning

confidence: 99%

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Pettersen

2005

NorDiNa

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Sverre Pettersen was a laboratory researcher in the field of coronary heart diseases before he in 1992 became an associate professor at Akershus University College, Lillestrøm, where he teaches biological sciences for nursing students, as well as being supervisor for students attending the college's master programme. He has also taught biology, chemistry and mathematics in Norwegian upper secondary school for 12 years. From the year of 2000 he has followed the doctoral programme in science education at the Institute of teacher training and school development, University of Oslo. In his present research project, he mainly explores the "status" of science and scientific knowledge among students and teachers of Norwegian health sciences. AbstractBy definition, complementary alternative medicine (CAM) treatments are not scientifically proven. Scientific deficient health claiming news seems to flourish in the media. The aims of this questionnaire study was to explore: (1) attitudes towards CAM among 3 rd year students of the health sciences in Norway, who either have immersed themselves in the 2 nd and 3 rd year upper secondary biology courses, or taken the 1 st year compulsory natural science course, exclusively, and (2) these students' skills in requesting for scientific information in highly deficient health news briefs. There were no significant differences in the frequencies of positive attitude towards the use of CAM treatments between the two health sciences student categories, and most students in both categories "failed" in the test set out to measure their skills in requesting for scientific information in four highly scientific deficient health news briefs. The results suggest that teaching of the Norwegian upper secondary biology courses does probably not contribute extensively to pupils' development of scepticism towards CAM, and skills in evaluating health claims, scientifically. [62] 2/05 engage in or think about science (Kuhn, 2001). Intrinsic to epistemic understanding is knowledge of the criteria by which scientific knowledge is evaluated. Such criteria include plausible causal mechanisms, parsimony, consistency with observed data, and consistency with current theories (Lederman, 1992).

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Section: Critical Evaluation Of Highly Scientific Deficient Health Nementioning

confidence: 99%

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Pettersen

2005

NorDiNa

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“…Thus, the development of process skills in primary education is important because of their important role in the development and pursuit of scientific knowledge (Millar & Driver, 1987) and not just only because they are valuable skills in their own right. This is because the way in which the processes are carried out crucially influence the existing ideas which emerge spontaneously.…”

Section: The Development Of Children's Ideasmentioning

confidence: 99%

“…It encompasses the processes scientists use in investigating the natural world; the cognitive processes involved in learning science and the pedagogical processes taking place in classroom (Millar & Driver, 1987;Millar, 1994). Based on Gagne's (1965) definition of scientific processes, it can be inferred that scientific processes seem to be hierarchically organized; i.e.…”

Section: The Science Process Skillsmentioning

confidence: 99%

Primary Science: Knowing about the World through Science Process Skills

Osman¹

2012

ASS

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In the past three decades, science education has received increased attention at all level of schooling and continues to be a major concern at the present time. In the past, the new curriculum models for science at the elementary and secondary level proliferated, and although many of the models shared some element in common, they differed by placing an emphasis on either content, process, discovery learning or problem solving as the central focus of the curriculum. As the concern for improved science education was "thrust downwards", science educators were, and are, faced with similar decisions regarding science education in the early years; i.e. primary science. Although the process of scientific inquiry was frequently cited as a goal of science activities by some primary educators, the prime emphasis appeared to be on the acquisition of scientific concepts or content. This situation should be revamped because primary science is not just a matter of knowing about the world, but there is equally emphatic goal of helping children to behave as scientists. Therefore, this paper attempts to establish an overview of why scientific process skills should be emphasized at primary level. In achieving this aim, the value of teaching science and why it should be thought at primary level will be reviewed and the nature of children's idea will be explored.

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“…In the teaching of science, talk opportunities provide the pedagogic means, the vehicles by which children develop their conceptual understanding (Millar& Driver 1987); through talk the scientific story is introduced (Scott& Ametller 2007).…”

Section: Challenges Of Using Group Talk As a Toolmentioning

confidence: 99%

Emerging thoughts on an approach to engaging pupils in effective group talk in science

Hewitt

2012

Education 3-13

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Group talk opportunities in science can be a rich site for conceptual change. The role of the teacher is vital in scaffolding the exploratory talk which can lead children to talk their way to new understandings and clarify their ideas with peers. This study aims to uncover teacher strategies which lead to effective talk for developing scientific understanding. The findings of this small scale ethnographic case study suggest that the temporal organisation, the way in which the teacher organises the timing of group discussion activities, may have an impact upon the nature of the pupils' dialogue.

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Beyond Processes

Cited by 257 publications

References 27 publications

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Critical thinking in Norwegian upper secondary biology education: The cases of complementary-alternative-medicine and health claims in the media

Primary Science: Knowing about the World through Science Process Skills

Emerging thoughts on an approach to engaging pupils in effective group talk in science

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