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, doi: 10.1080/09500690010016058. Attached Files Name Description MIMEType Size Downloads Title Dimensions of evidence, the public understanding of science and science education Author(s) Tytler, Russell orcid.org/0000-0003-0161-7240 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 DOI 10.1080/09500690010016058 Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy Socio Economic Objective 970113 Expanding Knowledge in Education 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 Collections: Faculty of Arts and Education School of Scientific and Developmental Studies in Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Thu, 02 Oct 2008, 10:53:36 EST Mon, 20 Apr 2009, 12:31:13 EST Fri, 13 Jun 2014, 20:58:37 EST Mon, 05 Jan 2015, 14:46:26 EST Wed, 17 Aug 2016, 08:42:04 EST Tue, 06 Sep 2016, 08:37:12 EST Filtered Full Citation counts:   Cited 72 times in TR Web of Science Cited 87 times in Scopus Search Google Scholar Access Statistics: 1123 Abstract Views, 74 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 07:34:53 EST