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    Being Critical in ScienceBeing Critical in ScienceEducation: Why knowing whatsEducation: Why knowing whats

    wrong matters as much aswrong matters as much asknowing whats rightknowing whats right

    Jonathan OsborneSchool of Education, Stanford University

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    The Three Ironies of ScienceThe Three Ironies of ScienceEducationEducation

    Training Not an Education

    Emphasis on the Intrinsic Valuerather than Extrinsic Value

    The Absence of Critique

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    Deaths/million from Infectious &Respiratory Diseases 1920-2000

    (UK)2,036 3,341 1930 2,667 2,591 4,219

    2,043 3,513 1931 2,669 3,322 4,255

    2,020 3,450 1932 2,492 2,860 4,259

    2,039 3,493 1933 2,478 3,460 4,213

    2,039 3,442 1934 2,349 2,432 4,257

    2,005 3,430 1935 2,211 2,371 4,232

    2,005 3,611 1936 2,112 2,385 4,2301,970 3,545 1937 2,097 3,041 4,198

    1,981 3,378 1938 1,930 1,978 4,205

    1,947 3,549 1939 1,930 2,048 4,123

    1,907 3,636 1940 2,247 4,139 4,104

    1,871 3,204 1941 2,342 2,986 4,082

    1,875 3,025 1942 2,133 2,374 4,108

    1,864 3,007 1943 2,174 2,988 4,111

    1,829 2,976 1944 2,063 2,314 4,061

    1,821 2,995 1945 2,046 2,309 4,1181,834 3,016 1946 1,665 2,260 4,079

    1,808 3,064 1947 1,632 2,311 4,103

    1,791 2,863 1948 1,491 1,838 4,119

    1,774 3,092 1949 1,391 2,324 4,104

    1,767 3,185 1950 1,123 2,063 4,129

    1,719 3,230 1951 977 2,966 4,142

    1,720 3,003 1952 775 1,939 4,148

    1,686 2,898 1953 663 2,220 4,130

    1,701 2,914 1954 596 1,824 4,188

    0

    500

    1,000

    1,500

    2,000

    2,500

    3,000

    3,500

    1920 1940 1960 1980 2000

    Yea

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    Grounds for accepting the models proposed by

    the scientist are often no different from the

    young African villagers grounds for accepting the

    models propounded by one of his elders. In both

    cases the propounders are deferred to as the

    accredited agents of tradition.

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    Second IronySecond Irony

    Science teachers, science educators allare fascinated by the intrinsic value ofscience. Low Use-Value

    Students value science for its Exchange

    Value.

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    Osborne, J. F., Simon, S., &Collins, S. (2003). Attitudestowards Science: A Reviewof the Literature and itsImplications. International

    Journal of ScienceEducation, 25(9), 10491079.

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    Third Irony: The Absence ofThird Irony: The Absence ofCritiqueCritique

    Construction Critiquev

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    Three Form of Knowledge inThree Form of Knowledge inScienceScience

    Content Procedural

    Epistemic

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    How do we Know?How do we Know?

    That Day and Night are caused by aspinning Earth?

    Arguments Against:

    1. The Sun moves

    2. If you jumped up you would not land inthe same spot

    3. If the Earth was spinning at that rate,the speed at the equator is over a1000 mph and you should be flung off.

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    The Foucault Pendulum

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    A Sample QuestionA Sample Question

    Janet was asked to do an experiment to find how longit takes for some sugar to dissolve in water. Whatadvice would you give Janet to tell her how manyrepeated measurements to take?

    A. Two or three measurements are always enough

    B. She should take 5 measurements

    C. If she is accurate she only needs to measure once

    D. She should go on taking measurements until sheknows how much they vary

    E. She should go on taking measurements until shegets two or more the same

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    Bayesian InferenceBayesian Inference

    P (h | e) = P (e | h) P(h)P (e )

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    Prior Hypothesis

    Day & NightCaused By ASpinning Earth?

    ArgumentsAgainst

    Post Hypothesis

    Day & NightCaused By ASpinning Earth

    50%

    50%

    How Likely? Ratio of 50:50

    ArgumentsFor

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    Prior Hypothesis

    Day & NightCaused By ASpinning Earth?

    Post Hypothesis

    Day & NightCaused By ASpinning Earth?

    ArgumentsFor

    ArgumentsAgainst

    66%

    33%

    How Likely? Ratio of 66:33

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    Prior Hypothesis

    Day & NightCaused By ASpinning Earth?

    Post Hypothesis

    Day & NightCaused By ASpinning Earth?

    ArgumentsFor

    ArgumentsAgainst

    80%

    20%

    How Likely? Ratio of 80:20

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    Evidence for this ViewEvidence for this View

    Hynd, C., & Alvermann, D. E. (1986). The Role ofRefutation Text in Overcoming Difficulty with ScienceConcepts.Journal of Reading, 29(5), 440-446.

    Ogborn, J., Kress, G., Martins, I., & McGillicuddy, K.(1996). Explaining Science in the Classroom.Buckingham: Open University Press.

    Johnson, A. (2009). Hitting the Brakes: EngineeringDesign and the Production of Knowledge. Durham: DukeUniversity Press.

    Koslowski, B. (1996). Theory and Evidence: TheDevelopment of Scientific Reasoning. Cambridge, MA:MIT Press.

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