THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE
Journal: Journal of Baltic Science Education (Vol.20, No. 5)Publication Date: 2021-10-15
Authors : Jongwon Park; Hye-Gyoung Yoon; Mijung Kim; Hunkoog Jho;
Page : 840-856
Keywords : evidence evaluation; evidence-based reasoning; evidence-based response; idea-based response; scientific evidence;
Abstract
Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students' science learning in more authentic ways.
Other Latest Articles
- SECONDARY SCHOOL STUDENTS’ ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD
- ASSESSING UPPER-SECONDARY SCHOOL STUDENTS’ INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES
- A COMPARISON OF SCHOOL CLIMATE WITH TIMSS 2015 SCIENCE ACHIEVEMENT AMONG SOUTH-EAST AND EAST ASIAN COUNTRIES
- LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN
- THE GENERATIVE MECHANISM OF SECONDARY SCHOOL STUDENTS’ OCCUPATIONAL EXPECTATIONS IN THE BALTIC COUNTRIES: INFLUENCE OF FAMILY, SCHOOL, AND INDIVIDUAL SCIENCE LEARNING ACHIEVEMENT
Last modified: 2021-10-09 04:20:02