Journal of Research in Science, Mathematics and Technology Education

Why Teach NOS? Combatting Science Denial and Mistrust

Renee Schwartz 1 *
1 Georgia State University* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 7, Issue 1, January 2024, pp. 17-22
OPEN ACCESS VIEWS: 1476 DOWNLOADS: 596 Publication date: 15 Jan 2024
ABSTRACT
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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.
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