Epistemology of Science, Science Literacy, and the Demarcation Criterion: The Nature of Science (NOS) and Informing Science (IS) in Context

Abstract

The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students' stereotypical certainties about science and help them become "historical realists" in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, postmodernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.

Inferring Pre-service Science Teachers’ Understanding of Science by Using Socially Embedded Pseudoscientific Context

“…These pseudoscientific applications are generally propagated by well-organized groups with the aim of substantial commercial interests in popular media (Castelao-Lawless, 2002).The impact of mass media regarding persuasion of society constitutes undesirable public understanding of science. According to Castelao-Lawless (2002), impact of mass media mislead the public about image of science that all ideas can be seen scientific as long as it conducted in the eye of the beholders and it's accepted by some group of people as such. Since this image of science imposes public scientific relativism, it's accepted one of the most important limitations in achieving desirable NOS understanding.…”

Pseudo-Scientific Beliefs and Knowledge of The Nature of Science in Pre-Service Teachers

“…Abd-El-Khalick, Waters & Le, 2008;Altındağ, Tunç Şahin & Saka, 2012;Irez, 2008). The media may frequently be responsible for the spread of misconceptions and non-scientific knowledge (Castelão-Lawless, 2002;Shein, Li & Huang, 2014). According to a survey conducted by the PEW Research Center, 42% of American adult people believe spiritual energy can be located in physical objects, 33% believe in reincarnation and 29% believe in astrology (Gecewicz, 2018).…”

“…These data show that a significant section of society has difficulty distinguishing between scientific and non-scientific thinking. Castelão-Lawless (2002) claims that the critical skills that can distinguish between science and pseudo-science are not taught to individuals in schools.…”

Ciência e Tecnologia na percepção de alunos universitários ingressantes

“…Bauer et al, 2000;Castelão-Lawless, 2002 Em testes relacionados a atitudes e opiniões, a dificuldade radica no grau de traço latente requerido para responder (Pasquali, 2009;Urbina, 2006). Assim, a pergunta da enquête nacional do MCT (2010), "As autoridades devem obrigar legalmente os cientistas a seguir padrões éticos nas pesquisas" possui uma dificuldade mínima, dado que a redação mesma já indica uma resposta desejável.…”