Dimensions of evidence, the public understanding of science and science education

Tytler, Russell, Duggan, Sandra and Gott, Richard 2001, Dimensions of evidence, the public understanding of science and science education, International journal of science education, vol. 23, no. 8, pp. 815-832.

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Title Dimensions of evidence, the public understanding of science and science education
Author(s) Tytler, Russell
Duggan, Sandra
Gott, Richard
Journal name International journal of science education
Volume number 23
Issue number 8
Start page 815
End page 832
Publisher Taylor & Francis
Place of publication London, England
Publication date 2001-01
ISSN 0950-0693
1464-5289
Summary This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001252

Document type: Journal Article
Collection: School of Scientific and Developmental Studies in Education
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