Journal of Research in Science, Mathematics and Technology Education

Why Teach NOS? Combatting Science Denial and Mistrust

Journal of Research in Science, Mathematics and Technology Education, Volume 7, Issue 1, January 2024, pp. 17-22
OPEN ACCESS VIEWS: 789 DOWNLOADS: 218 Publication date: 15 Jan 2024
ABSTRACT
---
KEYWORDS
---
CITATION (APA)
Schwartz, R. (2024). Why Teach NOS? Combatting Science Denial and Mistrust. Journal of Research in Science, Mathematics and Technology Education, 7(1), 17-22. https://doi.org/10.31756/jrsmte.712
REFERENCES
  1. Cobern, W. (2020). Are we accidentally teaching students to mistrust science? Journal of Research in Science, Mathematics, and Technology Education, 3(1), 1-2.
  2. Fackler, A. (2021). When science denial meets epistemic understanding: Fostering a research agenda for science education. Science & Education, 30, 445-461. DOI: 10.1007/s11191-021-00198-y
  3. Firestein, S. (2012). Ignorance: How it drives science. Oxford University Press.
  4. Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R S. (2002). Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners’ Conceptions of Nature of Science. Journal of Research in Science Teaching, 39(6), 497-521. DOI 10.1002/tea.10034
  5. Editors. (2017). School daze: As US states turn the screw on science education, researchers everywhere should pay more attention to how their subject is presented. Nature, 543, 149.
  6. Schwartz, R., Lederman, N., & Abd-El-Khalick, F. (2013). A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education, 96(4), 685-692. DOI: 10.1002/sce.21013
  7. Sinatra, G., & Hofer, B. (2021). Science denial: Why it happens and what to do about it. Oxford University Press.
LICENSE
Creative Commons License