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Episode 4 - Formal science education: What should non-scientists know?
A conversation with Prof. Jonathan Osborne
Which aspects of science are most relevant to you, if you’re not planning to be a scientist? What knowledge is likely to be valuable and useful for day-to-day life? In this episode, we talk with Prof. Jonathan Osborne about useful and reliable knowledge, and about the importance of teaching and learning about procedural and epistemic aspects of scientific inquiry. Prof. Osborne is Kamalachari Professor of Science Education at Stanford University, and the Chair of the OECD PISA Science Expert Group.
Personal website: https://ed.stanford.edu/faculty/osbornej
Further reading:
Erduran, S., & Dagher, Z. (2014). Reconceptualizing the Nature of Science for Science Education. Dordrecht, The Netherlands: Springer.
Kloser, M. (2016). Alternate text types and student outcomes: an experiment comparing traditional textbooks and more epistemologically considerate texts. International Journal of Science Education, 38(16), 2477-2499. doi: 10.1080/09500693.2016.1249532
Yarden, A., Norris, S., & Phillips, L. (2015). Adapted primary literature: The Use of Authentic Scientific Texts in Secondary Schools. Dordrecht, The Netherlands: Springer.
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By Sharing ScienceA conversation with Prof. Jonathan Osborne
Which aspects of science are most relevant to you, if you’re not planning to be a scientist? What knowledge is likely to be valuable and useful for day-to-day life? In this episode, we talk with Prof. Jonathan Osborne about useful and reliable knowledge, and about the importance of teaching and learning about procedural and epistemic aspects of scientific inquiry. Prof. Osborne is Kamalachari Professor of Science Education at Stanford University, and the Chair of the OECD PISA Science Expert Group.
Personal website: https://ed.stanford.edu/faculty/osbornej
Further reading:
Erduran, S., & Dagher, Z. (2014). Reconceptualizing the Nature of Science for Science Education. Dordrecht, The Netherlands: Springer.
Kloser, M. (2016). Alternate text types and student outcomes: an experiment comparing traditional textbooks and more epistemologically considerate texts. International Journal of Science Education, 38(16), 2477-2499. doi: 10.1080/09500693.2016.1249532
Yarden, A., Norris, S., & Phillips, L. (2015). Adapted primary literature: The Use of Authentic Scientific Texts in Secondary Schools. Dordrecht, The Netherlands: Springer.