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Direct linkKind, Per; Osborne, Jonathan – Science Education, 2017
In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…
Descriptors: Science Instruction, Teaching Methods, Thinking Skills, Epistemology
Henderson, J. Bryan; MacPherson, Anna; Osborne, Jonathan; Wild, Andrew – International Journal of Science Education, 2015
This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises--Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is…
Descriptors: Role, Science Education, Epistemology, Literacy
