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Science Studies and Science Education
Evaluating knowledge of the nature of (whole) science
Article first published online: 9 MAR 2011
DOI: 10.1002/sce.20432
Copyright © 2011 Wiley Periodicals, Inc.
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How to Cite
Allchin, D. (2011), Evaluating knowledge of the nature of (whole) science. Sci. Ed., 95: 518–542. doi: 10.1002/sce.20432
Publication History
- Issue published online: 6 APR 2011
- Article first published online: 9 MAR 2011
- Manuscript Accepted: 2 NOV 2010
- Manuscript Revised: 12 OCT 2010
- Manuscript Received: 17 MAY 2010
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Abstract
I profile here a prospective method for assessing nature of science (NOS) knowledge, as an alternative to VNOS and similar approaches. Questions about cases in contemporary news and from history probe scientific literacy in context. Scoring targets how “well informed” the analysis is, based on identifying relevant NOS information and interpreting its import appropriately. The assessment shifts focus from declarative statements to functional (or interpretive) analysis. It also entails reframing current NOS characterizations from selective lists of tenets to the multiple dimensions shaping reliability in scientific practice, from the experimental to the social—namely, to Whole Science. This approach underscores the role of reflective student inquiry and historical and contemporary cases in NOS instruction. © 2011 Wiley Periodicals, Inc. Sci Ed95: 518–542, 2011