18 found
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  1.  41
    How Literacy in its Fundamental Sense is Central to Scientific Literacy.Stephen P. Norris & Linda M. Phillips - 2003 - Science Education 87 (2):224-240.
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  2.  39
    A Theoretical Framework for Narrative Explanation in Science.Stephen P. Norris, Sandra M. Guilbert, Martha L. Smith, Shahram Hakimelahi & Linda M. Phillips - 2005 - Science Education 89 (4):535-563.
  3.  6
    Intellectual Independence for Nonscientists and Other Content‐Transcendent Goals of Science Education.Stephen P. Norris - 1997 - Science Education 81 (2):239-258.
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  4.  49
    Testing for the Disposition to Think Critically.Stephen P. Norris - 1992 - Informal Logic 14 (2).
    In order to tesl for critical thinking dispositions, the presence of the requisite critical thinking abilities must first be established. Otherwise, it is always a plausible counterexplanation of failure to use certain abilities that they were not possessed. If a person spontaneously uses some ability on a task, then it is often legitimate to conclude that the person has both the ability and the disposition to use it. However, if the person does not use the ability spontaneously, the conclusion is (...)
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  5.  5
    Learning to Live with Scientific Expertise: Toward a Theory of Intellectual Communalism for Guiding Science Teaching.Stephen P. Norris - 1995 - Science Education 79 (2):201-217.
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  6.  20
    Conceptions of Scientific Literacy: Identifying and Evaluating Their Programmatic Elements.Stephen P. Norris, Linda M. Phillips & David Burns - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1317-1344.
    Programmatic concepts have elements that point in a valued direction or name a desired goal. We provide a detailed analysis of the nature of programmatic concepts and cite examples of the programmatic elements found in conceptions of scientific literacy. Next we describe what values underlie these elements and what theories of value might be brought to bear in assessing them. We present an analysis of approximately 70 conceptions of scientific literacy found in the literature since the year 2000. We identify (...)
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  7.  99
    The Choice of Standard Conditions in Defining Critical Thinking Competence.Stephen P. Norris - 1985 - Educational Theory 35 (1):97-107.
  8.  5
    The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence.Stella Gaon & Stephen P. Norris - 2001 - Philosophy of Education 35 (2):187-201.
  9.  3
    The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual In.Stella Gaon & Stephen P. Norris - 2001 - Journal of Philosophy of Education 35 (2):187-201.
  10.  28
    The Undecidable Grounds of Scientific Expertise: Science Education and the Limits of Intellectual Independence.Stella Gaon & Stephen P. Norris - 2001 - Journal of Philosophy of Education 35 (2):187–201.
  11.  6
    Observation Ability: Determining and Extending Its Presence.Stephen P. Norris & Ruth King - 1984 - Informal Logic 6 (3).
  12.  1
    Environmental Education, Student Autonomy and the Non-Idolization of Science.David P. Burns & Stephen P. Norris - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):49-50.
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  13. Open-Minded Environmental Education in the Science Classroom.David P. Burns & Stephen P. Norris - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):35-43.
    In this paper we will discuss the issue of environmental advocacy in science education in light of William Hare’s concept of open-mindedness. Although we shall assume that science teaching and learning must go beyond the scientific facts and theories and deal with the implications of science for society, we shall argue that science education should also demand an open-mindedness about environmental concerns such that all proposals for sustainability and the like are weighed against the alternatives using the best scientific knowledge (...)
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  14. Virtue, Objectivity, and the Character of the Education Researcher.David P. Burns, Colin L. Piquette & Stephen P. Norris - 2009 - Paideusis: Journal of the Canadian Philosophy of Education Society 18 (1):60-68.
    In his 1993 book, Hare asks “What Makes a Good Teacher?” In this paper we ask, “What makes a good education researcher?” We begin our discussion with Richard Rudner's classic 1953 essay, The Scientist Qua Scientist Makes Value Judgments, which confronted science with the internal subjectivity it had long ignored. Rudner's bold claim that scientists do make value judgments as scientists called attention to the very foundations of scientific conduct. In an era of institutional research ethics, like the Tri-Council’s ethics (...)
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  15. A Concept of Observation Statements.Stephen P. Norris - 1981 - Philosophy of Education 37:132-142.
     
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  16. A Dogma Not Worth Exhuming: Empiricism in Language, Intelligence, and Thought.Stephen P. Norris - 1995 - Paideusis: Journal of the Canadian Philosophy of Education Society 9 (1):13-18.
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  17.  25
    Learning to Read Scientific Text: Do Elementary School Commercial Reading Programs Help?Stephen P. Norris, Linda M. Phillips, Martha L. Smith, Sandra M. Guilbert, Donita M. Stange, Jeff J. Baker & Andrea C. Weber - 2008 - Science Education 92 (5):765-798.
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  18.  6
    Reaching the “Hardwig Limit”: Nonscientists' Ability to Sniff Out Scientific Bias and to Judge Scientific Research Methods (Response to Grandy).Stephen P. Norris - 1995 - Science Education 79 (2):223-227.