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Kind, 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
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Patterson, Alexis; Roman, Diego; Friend, Michelle; Osborne, Jonathan; Donovan, Brian – International Journal of Science Education, 2018
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be…
Descriptors: Scientific Concepts, Science Instruction, Reading Comprehension, Pedagogical Content Knowledge
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Archer, Louise; DeWitt, Jennifer; Osborne, Jonathan; Dillon, Justin; Willis, Beatrice; Wong, Billy – Science Education, 2012
There is international concern over persistent low rates of participation in postcompulsory science--especially the physical sciences--within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents)…
Descriptors: Females, Sexual Identity, Foreign Countries, Career Choice
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Evagorou, Maria; Jimenez-Aleixandre, Maria Pilar; Osborne, Jonathan – International Journal of Science Education, 2012
A problem that is still unexplored in the field of socioscientific issues (SSI) and that was explored in this study is how different students decide upon a SSI they are discussing, how their justifications change during the instruction and how they use (or not) the evidence from the learning environment to support their justifications. For the…
Descriptors: Relevance (Education), Evidence, Student Attitudes, Foreign Countries
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Avraamidou, Lucy; Osborne, Jonathan – International Journal of Science Education, 2009
The present theoretical paper presents a case for the use of narrative (i.e., fictional written text) in science education as a way of making science meaningful, relevant, and accessible to the public. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this…
Descriptors: Science Education, Communication Research, Text Structure, Grade 5
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Simon, Shirley; Erduran, Sibel; Osborne, Jonathan – International Journal of Science Education, 2006
The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts.…
Descriptors: Secondary Education, Research and Development, Workshops, Persuasive Discourse
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Osborne, Jonathan – EURASIA Journal of Mathematics, Science & Technology Education, 2007
This paper argues that the dominant form of science education that is common across the world rests on a set of values that have no merit. Moreover, such practice has a negative impact on students' attitudes to science. It makes the case that the primary goal of any science education should be to develop scientific literacy and explores what that…
Descriptors: Science Instruction, Science Education, Scientific Attitudes, Student Attitudes