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From Science Studies to Scientific Literacy: A View from the Classroom

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Abstract

The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy—and of sociology, too—and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.

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Notes

  1. Allchin (2013b, pp. 12–26), Kolstø (2001), Ryder (2001), Toumey et al. (2010).

  2. Khishfe (2012); Sadler et al. (2004); Wong et al. (2008); Wong et al. (2011); Zeidler et al. (2011).

  3. Cakmakci and Yalaki (2012); Elliot (2006); Jarman and McClune (2007); Oliveras et al. (2011); Shibley (2003).

  4. Kahneman (2011), Martin (1991), Nielsen (2012), Sadler et al. (2004), Zeidler et al. (2002).

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Acknowledgments

I am indebted to Keld Nielsen and Hanne Møller Andersen for fruitful discussions and references on the complementary approaches to teaching NOS, and to Peter Garik for the invitation that led to this paper.

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  1. Minnesota Center for the Philosophy of Science and Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 55455, USA

    Douglas Allchin

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Allchin, D. From Science Studies to Scientific Literacy: A View from the Classroom. Sci & Educ 23, 1911–1932 (2014). https://doi.org/10.1007/s11191-013-9672-8

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