Outside the Pipeline: Reimagining Science Education for Nonscientists

Abstract

Educational policy increasingly emphasizes knowledge and skills for the preprofessional "science pipeline" rather than helping students use science in daily life. We synthesize research on public engagement with science to develop a research-based plan for cultivating competent outsiders: nonscientists who can access and make sense of science relevant to their lives. Schools should help students access and interpret the science they need in response to specific practical problems, judge the credibility of scientific claims based on both evidence and institutional cues, and cultivate deep amateur involvement in science.

From black and white to shades of grey

“…This conclusion is supported by Feinstein et al (2013) who argued that policy makers of today focus on producing science-ready students. However, if the goal for school science is to be less alienating and bring about Bcompetent outsiders^ (Feinstein 2011), or to create an interest and engagement in more and diverse student groups, a greater balance is needed (Zacharia and Barton 2004).…”

“…Such school science has been discussed in terms of developing students' abilities to deal with uncertain knowledge and conflicting evidence through, among other things, being able to make judgements about trustworthiness and credibility and to use media as a source. In many cases, it is suggested that this should be done through authentic and context-rich activities (Allchin 2014;Feinstein et al 2013;Hodson and Wong 2014). The project described here takes a point of departure in science education research on NOS.…”

“…To teach about sociocultural and subjective aspects of NOS, at least through the issues that these teachers suggest, means to challenge that tradition for better or worse. A common part of the school-science tradition, as described both in the research literature (e.g., Allchin 2003;Feinstein et al 2013;McComas 1998;Rudolph 2005;Ruhrig and Höttecke 2015;Zacharia and Barton 2004) and by the teachers in this study, is the focus on science concepts. These concepts, which are often presented as indisputable facts, constitute an important part of what is referred to as black and white science in the present study.…”

“…Can the desired knowledge be obtained through learning Bhard facts^or should it be learned through taking part in discussions about scientific practices or socio-scientific issues debated in media or is a combination the best solution (c.f. Feinstein et al 2013)? This eventually comes down to discussions about the goals of the science curriculum and the possibilities of meeting all goals.…”

Tiedeopetuksen muuttuvat tavoitteet

“…scientific literacy, myös science literacy) (European Commission, 2004;Feinstein, Allen, & Jenkins, 2013;Opetushallitus, 2014;Osborne, 2007;Osborne & Dillon, 2008). Suomeksi englanninkielinen termi scientific literacy kääntyy luonnontieteelliseksi lukutaidoksi, luonnontieteelliseksi sivistykseksi tai luonnontieteiden osaamiseksi (ks., esim.…”