Bradley E. Alger
- Published in print:
- 2019
- Published Online:
- February 2021
- ISBN:
- 9780190881481
- eISBN:
- 9780190093761
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190881481.003.0013
- Subject:
- Neuroscience, Techniques
This chapter presents a wide though unsystematic review of formal educational resources of information about the hypothesis, at levels from grade school through to professional science. The focus in ...
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This chapter presents a wide though unsystematic review of formal educational resources of information about the hypothesis, at levels from grade school through to professional science. The focus in the early school years is on the Next Generation Science Standards, intended to be a national norm for science teachers, as well as two commercial programs meant to guide science teaching. At the college level, several books on critical thinking are briefly analyzed, although the emphasis is on a popular textbook that is designed to teach how to think scientifically. The chapter points up several possible adverse influences on public perceptions of science, including views on topics ranging from astrology to global climate change, that could arise from misapprehensions about the nature of science that are fostered by many of these sources. Finally, attention turns to the websites of the National Institutes of Health and the National Science Foundation to sample resources available to professional scientists. In general, the information concerning the scientific hypothesis across all of these sources was inconsistent in depth, detail, and accuracy. The chapter offers a number of suggestions for improving science education in this area.Less
This chapter presents a wide though unsystematic review of formal educational resources of information about the hypothesis, at levels from grade school through to professional science. The focus in the early school years is on the Next Generation Science Standards, intended to be a national norm for science teachers, as well as two commercial programs meant to guide science teaching. At the college level, several books on critical thinking are briefly analyzed, although the emphasis is on a popular textbook that is designed to teach how to think scientifically. The chapter points up several possible adverse influences on public perceptions of science, including views on topics ranging from astrology to global climate change, that could arise from misapprehensions about the nature of science that are fostered by many of these sources. Finally, attention turns to the websites of the National Institutes of Health and the National Science Foundation to sample resources available to professional scientists. In general, the information concerning the scientific hypothesis across all of these sources was inconsistent in depth, detail, and accuracy. The chapter offers a number of suggestions for improving science education in this area.
